STUDENT HANDBOOK
BA Program in Social Work
2005/2006
School of Social Work
Butte Hall, Room 511
College of Behavioral and Social Sciences
California State University, Chico
Chico, CA 95929-0550
Phone: 530-898-6204
FAX: 530-898-5574
TABLE OF CONTENTS
BSW Director Letter -2-
School of Social Work Administration and Faculty -4-
Preface -5-
History of the School of Social Work -5-
Mission of the School of Social Work -6-
Goals and Objectives of the Bachelor’s of Social Work Program -6-
Statement on Unqualified Respect for Human Diversity and Nondiscrimination -7-
Statement Regarding Students with Disabilities -7-
The Bachelor of Arts in Social Work -8-
Admissions Policy
Total Course Requirements
Program Description - 10 -
BA Program in Social Work
Scholarships and Financial Assistance
Career Outlook
Roles and Responsibilities of Social Work Students - 11 -
Academic Regulations - 12 -
School of Social Work Policies - 13 -
Cultural Diversity
Statement on Legal Charge of or Conviction of a Misdemeanor or Felony
Standards of Professional Conduct and Termination from the BSW Program - 14 -
Standards for Student Academic and Professional Performance
Policies and Procedures for Addressing Student Academic and Professional Performance Problems - 14 -
Informal Review
Field Review Committee
Office of Student Judicial Affairs
Student Affairs Committee
Procedures of the student Affairs Committees - 17 -
Student Association of Social Workers - 18 -
Student Participation on School of Social Work Committees
Medical Care - 19 -
National Association of Social Workers - 19 -
Social Work Course Offerings - 20 -
Standards for Syllabi - 23 -
Policy on Academic Honesty
Methods of Instruction
Student Assistance
Written Assignments
Class Participation
Professional Behavior
Absences
Student Performance
Grades
Incompletes
Important Web Sites - 25 -
Appendix
NASW Code of Ethics - 28 -
Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (AS) - 42 -
University Policies - 50 -
Student Grievance Procedures - 56 -
Social Equity Booklet (3rd edition) (this gives detail to the University policies listed above) - 64 -
Code of Student Rights and Responsibilities - 66 -
-1-
Fall 2005
Dear Students:
Welcome to the School of Social Work. You are entering an exciting profession with countless career
possibilities. The Bachelor's of Social Work (BSW) which is accredited by the Council on Social Work
Education (CSWE) prepares you for beginning professional generalist social work practice. A generalist
approach requires that social workers have an extensive foundation of knowledge and skills to assess,
analyze, plan, evaluate, and treat clients from diverse backgrounds in various settings and systems.
This degree will enable you to work in many different settings such as health care, rehabilitation,
criminal justice, schools, government agencies, mental health, child and adult protective services,
counseling, and many others. We are proud to have a faculty with extensive practice experience in many
different practice areas. Faculty are enthusiastic to talk with students about their own social work
experiences and to offer mentoring and support.
The Student Association of Social Workers (SASW) is an organization for social work students who
are interested in enhancing their education through activities on and off campus. As membership is open
to all students, it is a wonderful opportunity to meet others. Participating in the SASW provides
students with opportunities to be involved in community issues and organizations. In the post, SASW
has been involved in projects with domestic violence, older adults, sponsoring holiday fundraisers for
needy families, planning national social work conferences, and bringing special guest speakers to
campus. SASW has organized social activities for social work majors, including family picnics and
get-togethers.
The BSW director and assigned advisers provide students with individual advising and direction
throughout their college experience. Major course requirements are mostly upper-division that are taken
after the lower-division General Education requirements and social work prerequisites are met. The social
work prerequisites are: introductory, macro, or micro economics, introductory sociology, introductory
psychology, human biology or physiology, and statistics. Our program integrates service learning
throughout the curriculum, beginning in SWRK 170, SWRK 200, and SWRK 302, and continuing
throughout the professional sequence. Service learning and internships allow ongoing involvement with
agencies and organizations, enhancing course content through direct experiential learning. Social work
requirements include two semesters of social policy (this includes SWRK 170), two semesters of human
behavior and the social environment, three semesters of social work practice, one semester of research, a
second semester junior service learning experience, and two semesters of senior practicum (240 hours
each semester) with integrating seminars. The courses are taken in a specific sequence that makes it
essential for you to work closely with your faculty adviser.
The faculty and staff look forward to working with you to make the next couple of
years an enjoyable and rewarding educational experience.
Sincerely yours,
Pam Johansen, EdD, LCSW
-2-
-3-
School of Social Work Administration and Faculty
ADMINISTRATION
Interim Dean, College of Behavioral and Social Sciences Byron Jackson Butte 701 898-6171
Chair, School of Social Work Jan O'Donnell Butte 511B 898-6204
Director, BA Program & Undergraduate Adviser Pam Johansen Butte 515 898-5217
Director, MSW Program Celeste Jones Butte 531 898-6204
Director, Field Education Patty Hunter Butte 529 898-5875
Title IV-E Child Welfare Training Coordinator Valerie Peck Butte543A 898-4261
Gerontology Coordinator Jean Schuldberg Bute 519 898-4187
School and MSW Support Kathryn Wright Butte 511C 898-6204
kmwright@csuchico.edu
Field and BA Support Melody Proebstel Butte 511 898-6204
mproebstel@csuchico.edu
Title IV-E Support Teresa James Butte 543 898-4261
tjames2@csuchico.edu
FACULTY
J. David Bassett, Ph.D. J. Patrick Mace, DSW, LCSW
jbassett2@csuchico.edu Butte 513; 898-5273
Butte 521 jpmace@csuchico.edu
898-5597
Patty Hunter, MSW, LCSW Janice O'Donnell, MSW, LCSW
Butte 529 Butte 511B
phunter@csuchico.edu jodonnell@csuchico.edu
Pam Johansen, Ed.D., LCSW Vincent Ornelas, Ph.D.
Butte 515; 898-5217 Butte 543B; 898-5445
pjohansen@csuchico.edu vornelas@csuchico.edu
Celeste A. Jones, Ph.D. Jean Schuldberg, Ed.D., LCSW
Butte 531 Butte 519; 898-4187
cajones@csuchico.edu jschuldberg@csuchico.edu
Hermeet Kohli, Ph.D. Kui-Hee Song, Ph.D.
Butte 543C; 898-6668 Butte 537; 898-5590
hkohli@csuchico.edu khsong@csuchico.edu
ADJUNCT FACULTY
Dane Cameron, JD. Arlene Hostetter, MSW
Butte 737; 898-6176 Butte 519; 898-6191
dcameron@csuchico.edu ahostetter@csuchico.edu
Lisa Calvert, MSW Donna Jensen, MSW, LCSW
Butt 647; 330-0103 Butte 647; 877-0244
calvert@chico.com donnajlcsw@sbcglobal.net
Lorie Cavanaugh, MSW Andrea Rioux, MSW
Butte 626; 898-4774 Butte 626; 898-4774
jpeters@stormnet.com riouxa@aol.com
-4-
Phil Coppock, BA Vicki Tullius, MSW, LCSW
Butte 707E; 898-5680 Butte 707E; 898-5680
pcoppock@csuchico.edu vtullius@csuchico.edu
PREFACE
This BSW Student Handbook has been prepared to inform you about the School’s policies, procedures, and
provide information regarding the program. It is important that you become familiar with the contents of
your Handbook, as it will give you an overview of what to expect throughout your time in the program. It
may save you considerable time and difficulty if you know this information from the beginning
As the policies and procedures of the School of Social Work are constantly under review and revision, please
stay in close communication with the BSW program personnel. The School website is updated regularly and
will give you the most current version of policies and procedures, as well as other valuable information. Your
adviser is also an important source of information.
The School of Social Work is housed within the College of Behavioral and Social Sciences and, therefore, is
also subject to the policies and procedures of that body as well as the university. To make yourself aware of
those requirements, please become familiar with the most current version of the University Catalog.
As the policies and procedures of the School of Social Work are constantly under review and revision, please
stay in close communication with the Program personnel. The School website (www.csuchico.edu/swrk/) is
updated regularly and will give you the most current version of policies and procedures, as well as other
valuable information. Your faculty adviser is also an important source of information.
Social Work Education
Formalized social work education began in 1898 with a professional training program in New York. By the
early 20th century, social workers organized several professional organizations. There are three professional
levels of social workers in the U.S. today: baccalaureate degree (BSW), master's degree (MSW), and
doctorate (Ph.D. or DSW).
The Council on Social Work Education (CSWE) is the professional education organization that monitors and
accredits undergraduate and graduate social work programs in the U.S. CSWE establishes the required body
of knowledge that social workers must acquire. An ethical code of conduct has been established by the
National Association of Social Workers (NASW) called the NASW Code of Ethics. A code of conduct,
established educational standards, state regulations, and licensing establishes social work as a profession as
opposed to merely a job or occupation.
History of the CSU, Chico School of Social Work
Social Work studies in Chico began in 1956. Due to a growing need for trained social workers throughout
northern California, the Northeastern County Welfare Directors enlisted the support of the California State
Legislature and lobbied Chico State College to establish a program to deliver undergraduate and graduate
degrees in social welfare. To develop the social welfare program, Chico State College hired the late Dr.
Archie McDonald in 1958 as the coordinator, and in 1959 the program in social welfare was established with
Dr. McDonald as its sole full-time faculty member. McDonald was the chair of the program until 1969 and
retired as a teaching faculty member in 1987. He established three undergraduate social work scholarships
bearing his name: the Archie McDonald Social Work Scholarships for Academic Excellence, Professional
Service, and the Social Work Sophomore Scholarship, as well as one Master of Social Work (MSW)
Scholarship named for his wife, Lois McDonald.
The program grew as faculty members were hired and they developed new courses. Faculty hired during this
growth period were Dr. Virginia Lawrence (1966), Dr. Roy Brazzale and Professor Mark Joralemon (1969),
Professors Art Preciado and Walter Zahnd (1972), Dr. Bernie Davitto (1973) and Professor Jan O’Donnell
(1974). Billie Kanter was hired as an Administrative Support Coordinator in fall 1971, and she supported the
-5-
department through its many changes until spring semester 2005. Also in 1971, the social work program
became the Department of Social Welfare and Corrections under the Division of Special Academic
Programs, and subsequently, the School of Health and Human Services. During the 1970s, the department
had 10 full-time faculty members and 300 undergraduate majors.
When the School of Health and Human Services was disbanded in 1979, the Department of Social Welfare
and Corrections joined the School of Behavioral and Social Sciences under the leadership of James O.
Haehn. The departments of Social Work and Sociology merged in 1984, during California’s time of fiscal
difficulties, and became the Department of Sociology and Social Work. Although this arrangement proved
to be highly collegial for the faculty and students, they began the process of separating the two programs in
1999 to allow for development of the MSW program.
Planning for the MSW program was initiated at the request of the directors of social services agencies
throughout the 12 northern California counties, and CSU, Chico’s faculty and students conducted a
feasibility study in 1998. The CSU, Chico Academic Senate approved the Master of Social Work (MSW)
Degree Program and the creation of a new administrative unit, “The School of Social Work” within the
College of Behavioral and Social Sciences. Once eight additional faculty members and support staff were
hired, the curriculum developed, and the self-study completed, the MSW program was awarded full
accreditation in February 2005 by the Council on Social Work Education (CSWE), the accreditation
organization for all social work education programs in the United States.
The undergraduate Social Work Program has held “constituent membership” and “approved status” with the
Council on Social Work Education from 1960 until 1974. It has been fully and continuously accredited since
1974. The high quality of the undergraduate program and its collaborative relationship with agencies
throughout the region during this time provided a solid foundation for expansion of the School and its
programs.
The School of Social Work at CSU, Chico currently offers two fully accredited degree programs: the BA in
Social Work, and the Master of Social Work.
School Mission and Baccalaureate Goals and Objectives
Mission
The mission of the School of Social Work is to provide high quality social work education for generalist
social work practice at the baccalaureate level, advanced practice and leadership at the master's level, and
high quality general education courses. Our intent is to educate social work practitioners at both levels who
are ethical, knowledgeable, and versatile in serving rural and urban areas throughout the region and state.
Through collaborative efforts with community service agencies, social work professionals and organizations,
the program educates social workers to become lifelong learners and culturally competent practitioners who
work to promote social and economic justice in an increasingly complex, diverse, and, interconnected world.
Goals of the Undergraduate Social Work Program
To fulfill its mission, the BSW Program will:
1. prepare social workers with the knowledge, values and skills necessary for entry-level generalist
professional practice with multi-level systems;
2. prepare social workers for culturally competent practice in diverse settings with an emphasis on
practice within the urban and rural areas of Northern California;
3. prepare social workers for advocacy and social or political action promoting social and economic
justice to alleviate poverty, oppression, and other forms of discrimination;
4. maintain connections with the professional community and the social services system throughout the
region and work toward improvement of services and the programs;
5. participate in the University’s General Education program through course offerings;
-6-
6. prepare social workers who will engage in continuing professional education and life-long learning
to enhance their social work knowledge and skills.
BSW Objectives
1. Apply critical thinking skills in one's personal and professional lives.
2. Understand, support, and practice according to the values, ethics, and principles of the social work profession.
3. Demonstrate understanding of and respect for the positive values of diversity, particularly diversity
within the region, distinguished by ethnicity, culture, socioeconomic class, gender, sexual orientation,
religion, marital status, family structure, physical or mental ability, age, and national origin.
4. Understand the history of the social work profession, including its development within the region, and
its current structures and issues.
5. Apply the knowledge, values, and skills of generalist social work to practice with systems of all sizes.
6. Understand individual development, interactions, and behavior using systems theory as a framework,
incorporating the ecological systems, strengths, and the dual perspectives all supported by empirical evidence.
7. Analyze, formulate, and influence social policies to address regional, state, and national concerns.
8. Demonstrate skills in the development, collection, and analysis of research data in order to evaluate
one’s own practice at multiple systems levels.
9. Evaluate research studies and, under supervision, apply findings to practice with client systems of all sizes.
10. Use communication skills differentially with a variety of client populations, colleagues, and members of
the community, including the rapidly growing population of elders.
11. Understand the forms and mechanisms of oppression and discrimination, particularly those within the
region, and the strategies of change that advance social and economic justice.
12. Use supervision and consultation appropriate to generalist practice.
13. Function within the structure of organizations and service delivery systems and seek necessary
organizational change.
14. Demonstrate professional use of self that includes awareness of personal and professional visibility due
to the nature of the practice region.
Statement of Unqualified Respect for Human Diversity and Nondiscrimination
As stated in the National Association of Social Workers Code of Ethics, specified within the Educational
Policy and Accreditation Statement of the Council on Social Work Education, and consistent with the
California State University, Chico's Policy on Nondiscrimination and Affirmative Action in Employment and
Education, we the faculty, staff, and students of the School of Social Work:
1. advocate the elimination of any form of discrimination on the basis of age, class, socioeconomic status,
color, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex,
sexual orientation and other physical, psychological or social characteristics;
2. are committed to teach, encourage, and promote an appreciation, respect, and understanding of human
diversity in the School of Social Work, California State University, Chico, our professions, and our
communities;
3. affirm the value of soliciting, incorporating, and respecting human diversity into all aspects of our
educational experiences, our profession, and our personal lives as ways to enrich our total life
experience individually and collectively as members of a diverse world community.
Statement Regarding Students with Disabilities
Any student who, because of a disability, may need special arrangements or accommodations to meet the
requirements of the MSW Program should consult with the MSW Director as soon as possible. The office of
Disability Services provides an array of services to meet the needs of students with disabilities, according to
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. See
information and guidelines provided in California State University Student Handbook and Policy Guide and
the California State University Nondiscrimination Policy Regarding Individuals with Disabilities in the
Appendices.
-7-
The Bachelor of Arts in Social Work
Admissions Policy
Admissions Policy for the BA degree program applies to all prospective majors. The BA in Social Work is
the beginning professional degree. Therefore, it is important that you complete the liberal arts base, the
Social Work Core listed below, and regularly meet with your major adviser.
You are ready to begin the Professional Sequence if you have:
1. achieved junior class standing, including transfer students with 56 transferable semester units.
2. completed or have in progress 30 of the 39 lower-division General Education units.
3. completed or have in progress the Social Work Core at CSU, Chico or their articulated equivalents.
4. a minimum GPA of 2.0.
5. passed the above requirements with a C- or better.
You will receive a copy of the Professional Sequence Questionnaire in either your SWRK 200 or SWRK
302 class during the Fall Semester of your junior year. Complete and return it to the School Office no
later than the end of October. Ultimately, students are responsible for obtaining, completing, and
submitting the Questionnaire by the stated due date. It is also recommended you have completed or have
in progress the 6 units of the American Institutions requirement.
The Baccalaureate Director is responsible for evaluating the transferability of all social work prerequisites
not listed on the articulation agreements between CSU, Chico and other units of the California State
University, the University of California, and the California Community Colleges system. Please refer to the
section on Policies and Procedures for Transfer of Credit and Use of Proficiency Exams.
We are committed to your success. Please help us to support your achievements by maintaining frequent
contact with your instructors, the BA-Social Work Director, and your undergraduate adviser, asking for help
and/or information when you need it, and by helping to create a community of mutual respect and
collaboration with your student colleagues and faculty.
Total Course Requirements for the Bachelor’s Degree: 120 units
See "Requirements for the Bachelor’s Degree" in The University Catalog for complete details on general
degree requirements. A minimum of 40 units, including those required for the major, must be upper division.
General Education Requirements: 48 units
See "General Education Requirements" in The University Catalog for the most current information on General
Education Requirements. Many of the course requirements below may also be applied toward General
Education. The 9-unit Upper Division Theme requirement, included within the 48-unit GE requirement, may
NOT be taken until you have completed 45 semester units and GE core requirements. Complete all nine-units
within one theme. A complete description of the GE requirements for graduation can be found in the catalog
and online: http://www.csuchico.edu/catalog/req/05ge.html#generaleducationupper.
Cultural Diversity Course Requirements: 6 units
See "Cultural Diversity" in The University Catalog. Most courses used to satisfy these requirements may also
apply to General Education. SWRK 200 is designated as an ethnic course but is not a GE course.
United States History, Constitution and American Ideals Requirements: 6 units
See "United States History, Constitution, and American Ideals Requirements" in The University Catalog.
Courses used to satisfy this requirement do not apply to General Education. This requirement must be
completed prior to entering the senior year in the major.
-8-
Literacy Requirement
See "Mathematics and Writing Requirements" in The University Catalog. Writing proficiency in the major is
a graduation requirement and may be demonstrated through satisfactory completion of a course in your major
which has been designated as the Writing Proficiency (WP) course for the semester in which you take the
course. Students who earn below a C- are required to repeat the course and earn a C- or better to receive WP
credit. See The Class Schedule for the designated WP courses for each semester. A grade of C- or better in
ENGL 001 (or its equivalent) is required before admission to a Writing Proficiency (WP) course. SWRK 435
is the WP course in this major.
Course Requirements for the Major: 60 units
The following courses, or their approved transfer equivalents, are required of all candidates for this degree.
NOTE: A maximum of 15 units of internship (courses numbered 189, 289, 389, 489) may be applied to a
bachelor's degree at CSU, Chico. Social Work practicum courses expend 10 of those units.
Social Work Core: 24 units
The following courses must be completed before taking any courses from the professional sequence in
the spring semester of the junior year (Semester I).
1 course required: BIOL 104 Human Physiology OR a human biology course.
1 course selected from: ECON 101 Introduction to Economics
ECON 102 Principles of Macro Analysis
ECON 103 Principles of Micro Analysis
6 courses required: MATH 105 Statistics (Prerequisite: Completion of ELM requirement.)
PSYC 101 Principles of Psych
SOCI 100 Principles of Sociology
SWRK 170 Social Welfare Institutions
SWRK 200 Multicultural Awareness for Human Services
SWRK 302 Hum Behavior Across the Lifespan
NOTE: It is recommended that students enroll in SWRK 170, SWRK 200, and SWRK 302 in the same
semester, both for educational reasons and to meet the other students who will go through the Professional
Sequence with them.
Professional Sequence: 36 units
Credit for life experience or prior work experience in lieu of course work or the social work practicums is not
permitted. Please refer to the BSW Student Handbook for more information regarding the school’s transfer of credit
and proficiency exam policies. All social work courses required in the Professional Sequence are restricted to social
work majors.
In the event you drop, do not receive at least a grade of C- or a C in the case of the social work methods courses
(SWRK 325, 435, 445), or take an incomplete in a required course, including the Social Work Core, you may be
ineligible to progress in the major. Contact the BA Director immediately to develop an academic contract.
Semester I (Spring): 12 units (4 courses required) Semester II (Fall): 12 units (4 courses required)
SWRK 303 Human Behavior & the Social Environment (3) SWRK 435 Social Work Methods I (3)
SWRK 305 Socialization to the Social Work Profession (3) SWRK 485 Social Welfare (3)
SWRK 325 Basic Skills in Social Work Practice (3) SWRK 489/490A Social
Policy/Programs/Services Work (5)
SWRK 330 Social Work Research Methods (3) Practicum I Seminar for Practicum I (1)
SWRK 490A
Semester III (Spring): 9 units (3 courses required)
SWRK 445 Social Work Methods II (3)
SWRK 489/490B Social Work Practicum I (5)
SWRK 490A Seminar for Practicum II (1)
-9-
Professional Standards and Disqualification
The social work degree signifies readiness to begin professional work in positions requiring trust and high
ethical standards. You are expected to meet the ethical and professional standards set by the profession and
the practicum agencies. Should it be determined you do not meet such standards, you can be dropped from
the practicum and all co-requisite social work courses and, thus, be prevented from completing the social
work major.
The professional standards include the following
1. honoring the NASW Code of Ethics of the social work profession;
2. being found acceptable and receiving at least a minimum satisfactory evaluation by practicum agencies;
3. passing performance in SWRK 305, SWRK 489A, SWRK 489B, SWRK 490A, and SWRK 490B;
4. avoiding behavior that suggests potential harm to clients, colleagues, or themselves.
Program Description
BA Program in Social Work
The practice of social work actively seeks out and develops peoples' capacities by reaching for strengths in
individuals, families, organizations, communities, and society as a whole. Social work rests on the firm belief
that all people are of equal value and that every person possesses the capacity to face challenges and to
grow and change. People experience "problems in living" when life presents them with challenges of an
historical, institutional, interpersonal, or intrapersonal nature. The social work profession has always been
in the forefront of promoting positive social change in the broader societal context, empowering our most
vulnerable citizens.
The baccalaureate curriculum and the foundation year of the MSW curriculum are based upon competencies
necessary for social work practice at the foundation level. The advanced year of the MSW curriculum
prepares students for advanced social work practice. Faculty members assess students' progress in acquiring
those competencies throughout their coursework, including all field experience.
Practicums are an integral part of social work education. Students are placed as interns in regional social
service programs to integrate social work knowledge with the realities of working in the field. Practicums
provide opportunities for students to develop practice skills in relation to social work values and ethics.
Participation in the practicums requires students to purchase professional liability insurance at the time they
apply for their practicum. Contact Patty Hunter, Director of Field Education, for more information.
The baccalaureate program is accredited by the Council on Social Work Education (CSWE) which assures
students their education meets national standards for social work education at the baccalaureate level and
increases their opportunities for employment and admission into MSW programs. The MSW program was
awarded full accreditation by in February 2005.
Scholarships and Financial Assistance
The school administers the Aileen Collier Glenn, the Mary (Dolly) French, the Archie McDonald, the Paul
Martinsen, and the Art Preciado Scholarships, which are awarded to BA-level students who have attained
sophomore status or above. For more information, please consult the school. Students can apply for these
scholarships at the Financial Aid Office between November 1 and January 30 of each year by completing a
University Scholarship application. Contact the Financial Aid Office at (530)-898-6451, go to MLIB 161, or
log on www.csuchico.edu/fa/.
Career Outlook
Social work is one of the fastest growing professions in the United States. For variety, few occupations
can compare with social work. While social workers are employed as lobbyists, administrators and
policymakers, they frequently choose to work directly with individuals, families, and groups of people
who experience problems that are economically, politically, and socially based. Social work is unique
in its dedication to working with people who are economically disadvantaged; no other helping
- 10 -
profession so clearly defines its mission to work with this population. Among the settings that employ
social workers are schools, hospitals, mental health clinics, private counseling services, drug and
alcohol clinics, job training programs, adult and child social services, in-home services for isolated
older adults or persons with AIDS, social welfare agencies, adult corrections and juvenile probation.
Roles and Responsibilities of Social Work Students
The expectations of a professional education program with a commitment to service to individuals, groups,
families, organizations, communities, and society places additional demands on students. The BA program is
accredited by the CSWE, and that ensures students their education meets national standards for professional
social work practice. Students are responsible for pursuing excellence in their social work practice. Listed
below are some of the roles and responsibilities of undergraduate students.
1. Students, as adult learners, will benefit from an attitude that values opportunities to explore new ideas,
new concepts, and the acquisition of new skills.
2. Students are expected to be familiar with the NASW Code of Ethics and will be held accountable for
adhering to its tenets in both their educational and professional roles.
3. Students must maintain a 2.0 GPA in the major and overall and not earn below a C- in any course
required in the major, except in the methods courses—SWRK 330, 435, and 445—which must be passed
with a C or better.
4. It is important that students develop and maintain the habit of reading the most current professional
journals and generally stay abreast of current and relevant social work issues. Membership and
participation in NASW is highly encouraged.
5. Familiarity with and regular use of the library is an essential habit. Ms. Kathi Fountain, the social work
liaison, is an invaluable resource. You may contact Kathi at: kfountain@csuchico.edu. Other resources
include the Butte County Library and local social service agencies.
6. Writing papers is a major component of most social work courses. Students will be given numerous
writing assignments designed to enhance their ability to analyze and synthesize concepts in preparation
for the rigors of social work practice. Students are expected to select topics that challenge their abilities.
Plagiarizing or purchasing papers is strictly forbidden and in violation of university regulations. Students
will be held accountable for observing the University Policies stated in the University Catalog (p. 623).
Writing assistance is available through the School by registering for the Writing for the Social Work
Profession one-unit course, or at The Writing Center, Taylor Hall, Room 203, 898-5042 or
www.csuchico.edu/uwc. To register for the Writing for the Social Work Profession course, contact the
BSW Director. The School of Social Work has adopted the American Psychological Association
Reference style (APA) and students are required to be familiar with and use this format in writing their
papers. Papers will be written in gender-neutral language.
7. All students are members of the SASW and are encouraged to participate in this organization.
8. Students are encouraged to participate fully in course and teaching evaluations. The School of Social
Work and individual professors appreciate the time and thoughtfulness that students take to make these
evaluations meaningful. When appropriate and feasible, the feedback is incorporated into future
classroom teaching.
9. Advising is mandatory. Students will consult their adviser to understand degree requirements and
timelines, to select courses, to discuss difficulties and concerns, and to discuss career and professional
development and goals.
10. It is incumbent upon students to be aware of the Policy on Nondiscrimination and Affirmative Action in
Employment and Education, the Policy on Sexual Harassment, the Guidelines for Faculty/Student
Relationships, the Nondiscrimination Policy Regarding Individuals with Disabilities, the Commitment to
Vietnam Era Veterans and Veterans with Disabilities, the Code of Student Rights and Responsibilities,
the Policy on Use of Computing and Communication Technology, the Zero Tolerance Policy on
- 11 -
Workplace Violence, the Campus Policy on Alcoholic Beverage and Controlled Substance Abuse, and
the CSU, Chico Grievance Procedure found in the Student Handbook. These are found in this Handbook
or on the web at http://www.csuchico.edu/pers then click on Policies & Procedures
11. Communication is essential for a successful undergraduate experience. The School of Social Work will
provide students with a student handbook (on-line), a field education handbook, and maintain a school
website. Additionally, the School of Social Work newsletter for alumni and current students will be
distributed once each academic year. To further facilitate communication, once a month during the
academic year, the BA Director will hold informal open forum meetings for students. Students are
encouraged to meet with and share ideas or concerns with any of the faculty or administration at any
time.
12. Students who receive funding from a stipend program are not eligible for any other stipend program until
the first stipend has been fulfilled or repaid.
Academic Regulations for BSW Students
Professional Standards and Disqualification
The social work degree signifies readiness to begin professional work in positions requiring trust and high
ethical standards. You are expected to meet the ethical and professional standards set by the profession and
the practicum agencies. Should it be determined you do not meet such standards, you may be disqualified
from fulfilling the field education component of the major and, thus, be prevented from completing the social
work major.
The professional standards include the following:
1. honoring the NASW Code of Ethics of the social work profession;
2. being found acceptable and receiving at least a minimum satisfactory evaluation by practicum agencies;
3. passing performance in SWRK 305, SWRK 489A, SWRK 289B, SWRK 490A, and SWRK 290B; and
4. avoiding behavior that suggests potential harm to clients, colleagues, or themselves.
Electives Requirement
To complete the total units required for the bachelor’s degree, select additional elective courses from the total
university offerings. You should consult with your major adviser regarding the selection of courses that will
provide breadth to your university experience and apply to a supportive second major or minor.
A CAUTIONARY NOTE: The University allows students to take 15 units of internship (practicum)
towards their degree. Internships/practicums are numbered 89, 189, 289 and are offered by many disciplines.
In this major, students are required to enroll in 10 units of practicum. Students can enroll in more than 15
units of an internship but only 15 units will count toward the 120 units needed for a BA degree.
Grading Requirement
All courses taken to fulfill major course requirements must be taken for a letter grade, except those courses
specified by the department as Credit/No Credit grading only.
By policy, students receiving less than a grade of C- in the Social Work Core and Professional Sequence
courses or a C in the methods courses (SWRK 325, 235, 245), can not progress in the program. You can
petition the Baccalaureate Director to review the application of the policy in your situation if serious and
compelling conditions contributed to the poor grade. Progression in the Professional Sequence also depends
on maintaining a cumulative and Chico State GPA of 2.0 and completing all prior and current required
classes.
Advising Requirement
Advising is mandatory for all majors in this degree program. Consult your undergraduate adviser for specific
information.
- 12 -
Honors in the Major
Honors in the Major is a program of independent work in your major. It involves 6 units of honors
coursework completed over two semesters. Your Honors work will be recognized at your graduation, on your
permanent transcripts, and on your diploma. It is often accompanied by letters of commendation from your
mentor in the department or the department chair. Most importantly, however, the Honors in the Major
permits you to work in an area of interest to you on an original performance or research project. The year-
long collaboration allows you to work in your field at a professional level and culminates in a public
presentation of your work. Students sometimes take their projects beyond the university for submission to
professional journals, presentation at conferences, or competition in shows; such experience is valuable for
graduate school and later professional life.
Some common features of Honors in the Major program are:
1. Must take 6 units of Honors in the Major course work. At least 3 of these 6 units are independent
study (299H) as specified by the department. Each class must be completed with a minimum grade
of B.
2. Must have completed 9 units of upper-division course work or 21 overall units in the major before
being admitted to Honors in the Major. Check the requirements carefully, as there may be specific
courses that must be included in these units.
3. Cumulative GPA should be at least 3.5 or within the top 5 percent of majors in the department.
4. GPA in the major should be at least 3.5 or within the top 5 percent of majors in the department.
5. Students apply for or are invited to participate in Honors in the Major during the second semester of
their junior year. The 6 units of course work are completed over the two semesters of the senior year.
6. Honors work culminates with a public presentation of the Honors project.
While Honors in the Major is part of the Honors Program, each department administers its own program.
Please contact your major department or major adviser for further information. Honors in Social Work is by
faculty permission and open only to seniors who meet the above requirements.
School of Social Work Policies
Cultural Diversity
As stated in the National Association of Social Workers Code of Ethics and consistent with the California
State University, Chico's Policy on Nondiscrimination and Affirmative Action in Employment and
Education, we the faculty, staff, and students of the School of Social Work
1. advocate for the elimination of any form of discrimination on the basis of race, color, gender, sexual
orientation, age, religion, national origin, marital status, political belief, mental or physical limitation, or
socioeconomic status.
2. are committed to teach, encourage, and promote an appreciation for and understanding of diversity in
the School of Social Work, California State University, Chico, our professions, and our communities.
3. affirm the value of soliciting, incorporating, and respecting diversity into all aspects of our educational
experiences, our profession, and our personal lives as one way to enrich our total life experience
individually and collectively as members of a diverse world community.
Statement on Legal Charge of or Conviction of a Misdemeanor or Felony
Students considering a degree in social work who have been charged with or convicted of a misdemeanor or
felony should be aware of the following:
1. As social workers, we believe that people who have committed criminal acts in the past can change,
rehabilitate themselves, and become useful, productive and law abiding citizens of society and, by
extension, well-qualified professional social workers. However, we also understand the need for
agencies to protect their clients and their reputations by thoroughly investigating the criminal records of
student interns and potential employees.
- 13 -
2. As policy, some agencies are mandated by law to require a criminal background check on all employees,
interns, and volunteers.
3. The fact that persons have been convicted of a misdemeanor or felony will not preclude their acceptance
or entry into a program offered by the School of Social Work. However, admission to a School of Social
Work program does not guarantee graduation or acceptance by an agency for field practicum.
4. Some state licensure laws for social workers ask whether the applicant has been charged with or
convicted of a misdemeanor or a felony prior to allowing the applicant to sit for the
licensure examination. The California Board of Behavioral Sciences (BBS) requires applicants to report
all misdemeanor and felony convictions on their application for the Licensed Clinical Social
Work (LCSW) license and requires "a complete explanation of the underlying circumstances, sufficient
rehabilitation evidence, and a certified copy of the court documents." In addition, the BBS conducts a
criminal background check with the U.S. Department of Justice and the FBI that includes a fingerprint
analysis on all LCSW applicants. (See the BBS website for more details; http://www.bbs.ca.gov/)
The school strongly recommends that applicants/students in this situation consult with their adviser, the
Baccalaureate Director, and the Director of Field Education.
Standards of Professional Conduct and Termination from the BSW Program
Professional Conduct
The social work degree signifies readiness to begin professional work in areas requiring trust and high ethical
standards. Students are expected to meet the ethical and professional standards set by the profession and the
agencies providing field placements. Should it be determined that students do not meet such standards, they
can be terminated from the BSW Program.
Standards for Students’ Academic and Professional Performance
Expectations for students’ performances and conduct are included in the following documents: the National
Association of Social Workers (NASW) Code of Ethics; the BSW Field Education Handbook; this Handbook;
the University Catalog; and the CSU, Chico Code of Student Rights and Responsibilities (Executive
Memorandum 96-38, July 8, 1996).
1) The National Association of Social Workers’ Code of Ethics is included in the BSW Field Education
Handbook and this student handbook.
2) The BSW Field Education Handbook outlines the field education program’s methods for dealing
with academic and professional performance problems (pp. 27-32)
3) The 2005-2007 University Catalog provides a statement regarding professional standards and
disqualification on p. 597.
4) An excerpt from the CSU, Chico Code of Student Rights and Responsibilities (Executive
Memorandum 96-38, July 8, 1996) is included in the Appendix of this Handbook.
5) The 2005-2007 University Catalog provides a statement regarding academic honesty on page 623
Students in the program must maintain:
1. a cumulative GPA of at least a 2.0 or evidence of improvement over two semesters if less than 2.0.
2. a minimum grade of C- in all prerequisite and Social Work Core courses except for the social work
methods courses (SWRK 325, 435, 445) which must be passed with a C or better grade.
3. regular attendance in all required social work courses.
Policies & Procedures for Addressing Students’ Academic and Professional Performance Problems
The policies and procedures for addressing students’ academic and professional performance problems,
including termination from the social work program, involves the use of one or more of the following four
mechanisms: 1) Informal Review; 2) Field Review Committee); 3) Student Affairs Committee, 4) University
policy for addressing undergraduate students’ academic performance problems; and 5) the CSU, Chico
Office of Student Judicial Affairs
- 14 -
1. Informal Review for Academic and Professional Performance Concerns
The Informal Review is initiated when any faculty member, adviser, BA Director or field instructor
expresses concern regarding a students’ academic or professional performance. Additionally, during
the first semester in the Professional Sequence, all majors in that cohort are reviewed and any
concerns arising from this review are addressed. Thereafter, students are reviewed if there is a
concern from the parties listed above.
The concerned party meets with the student and communicates the specific nature of the concern.
Whenever possible, documentation regarding the concern should be provided. If the problem is
resolved to the satisfaction of the concerned party and the student, no further action is necessary.
Unresolved field practicum issues are referred to the Director of Field Education for further
investigation and/or action.
If the issue does not involve field and remains unresolved, the faculty member refers the matter to
the student’s adviser who, within ten business days, attempts to assist the student to resolve the
matter. It is the adviser’s responsibility to acquire relevant information regarding the matter by
reviewing the student’s record and consulting other personnel who have contact with the student.
The adviser summarizes information from the review of records and contacts and meets with the
student, serving as a resource for the student and not as a mediator with other parties. The action plan
developed by the adviser and the student to resolve the problem is placed in the student’s file in the
School Office. If the concern is resolved at this level, no further action is necessary.
If the issue concerns the student’s professional performance and remains unresolved, the adviser
contacts the BSW Director to determine if the matter should be referred to the Student Affairs
Committee. If this is determined to be the case, the BSW Director refers the matter to the Student
Affairs Committee within five business days and at the same time, communicates this action to the
student and other parties involved.
If the issue is academic and remains unresolved, University procedures for dealing with students’
academic performance problems outlined below under number 3 are followed.
2. Field Review Committee
Evaluation of the student’s academic and professional behavior in the placement is viewed as a
process jointly undertaken by the student, the agency field instructor, and the Field Liaison. The
purpose of evaluation is to provide ongoing feedback and to determine if the student has met the
course learning objectives and adhered to the agency’s personnel practices, policies and procedures,
as well as the profession’s code of ethics. If a student is not meeting the minimum expectations, a
contract should be developed to help the student improve her/his performance. The following steps
should be taken to resolve academic and professional performance problems in the field placement:
a) The field instructor will address her/his concerns with the student first, clarifying the problem
area or issue and identifying possible strategies for improving the situation. Either the student or
the field instructor may request the Field Liaison to be present for this discussion. The Field
Liaison will be informed of the concerns by the field instructor and made aware of the plan to
resolve these concerns and the time frame in which the concerns will be addressed. It is
recommended that this initial time frame be no longer than two weeks. The student will provide
the field liaison with a written remediation plan, signed by both the student and field instructor.
b) If the concerns are resolved in the designated time frame the student will remain in the
placement. If the concerns are not resolved, the field instructor will request a meeting with the
student and field liaison to develop a formal Performance Contract (see appendix for form). The
Performance Contract will include a clear statement of the problem area(s), remediation steps,
expectations for change, a clearly defined evaluation process, and a time frame for remediation.
- 15 -
The Performance Contract will be signed by the three parties and a copy provided to the student,
field instructor, Field Liaison and the Director of Field Education. The field liaison will closely
monitor the student’s progress.
c) If the time frame for the Performance Contract expires but the student has followed through with
the remediation plan and is making satisfactory progress, the field instructor, in consultation with
the student and faculty liaison, can agree to extend the time frame of the contract. An extension
of the contract may also warrant the student completing additional hours in fieldwork to fulfill
the terms of the contract. If the extension of the contract requires the student to complete field
hours beyond the grading period the student will receive a grade of “Report in Progress (RP)”
until the contract is complete. Any and all extensions should be noted in writing on the
Performance Contract and initialed by all three parties. The Director of Field Education will also
be notified about any extensions.
d) If a student does not show satisfactory progress under the performance contract or does not
follow the contract time frame, the student will be terminated from the placement and a grade of
"No Credit (NC)” will be assigned for fieldwork. A grade of NC in fieldwork means the student
may potentially be terminated from the MSW program. The Director of Field Education will be
notified when a student fails her/his field placement and a Field Review Committee will be
convened. This committee will be comprised of the Field Liaison, the agency field instructor,
the Director of Field Education, the student’s practice faculty, the student’s academic advisor,
the student and an advocate for the student (should he/she wish to have one present). The
Director of Field Education will act as chair and recorder for the meeting. The committee will
meet within two weeks of the termination date to present the differing perspectives. Within one
week of the meeting, the Director of Field Education, the field liaison, and the student’s
academic advisor will make a written recommendation to the MSW Director (with copies to all
members of the review committee) if the student is to be terminated from the MSW program. If
the student is to be placed on a remediation plan, they will forward a copy of the plan to the
MSW Director.
e) If reassignment to another field agency occurs, the Director of Field Education will move the
student and the new Field Instructor will be informed of the circumstances necessitating the
move and the performance issues. The Performance Contract will remain in force and the
student will be expected to complete additional hours of fieldwork in order to accommodate the
necessary orientation and integration to the new agency setting, and provide a base for
evaluating the student’s performance. A reassignment may be delayed until the following
semester if it is deemed more appropriate by the Director of Field Education.
f) If the student rejects the Field Review Committee’s decision, she/he can appeal to the MSW
Director.
g) If the student rejects the MSW Director’s decision, she/he can appeal to the Director of the
School of Social Work.
h) If the student rejects the Director’s decision, she/he can appeal to the Dean of the College of
Behavioral and Social Sciences.
i) If the student rejects the Dean’s decision, she/he can appeal the decision to the Office of Student
Judicial Affairs. At any point in the process a student may contact Student Judicial Affairs for
assistance. The above steps must be taken to resolve any placement issue in addition to any steps
taken by Student Judicial Affairs.
A student may be removed from a practicum placement for the following reasons:
a. Failure to maintain confidentiality
- 16 -
b. Failure to abide by the NASW Code of Ethics
c. An attempt to harm someone else
d. An attempt to harm oneself
e. Repeated tardiness at the agency and/or tardiness without notification
f. Repeated absences from the agency and/or absence without notification
g. Repeated change in scheduled field hours without approval
h. Inappropriate or illegal behavior during or outside of the practicum
i. Below average performance as documented in formal written evaluation
j. Failure to perform and complete assigned tasks in a timely manner
k. Violation of the NASW Code of Ethics
3. Office of Student Judicial Affairs
Students, in responding to a negative evaluation of their performance, dismissal, being placed on
administrative probation, or believe the School of Social Work faculty, staff, or administration have
violated their rights, may enlist assistance from the Office of Student Judicial Affairs at any point in the
process. A formal grievance with Student Judicial Affairs may be initiated only after all informal
attempts to resolve the problem have been made and found unsatisfactory in reaching a solution.
Students must file a request for a formal hearing with the Coordinator of Student Judicial Affairs within
thirty instructional days after the problem has come to their attention.
4. Student Affairs Committee:
The Student Affairs Committee is a standing committee of three faculty members appointed by the
Director with the committee chair elected from its membership. Its purpose is to review students
experiencing professional performance problems that interfere with their ability to function
professionally in the program. In cases where the Informal Review process and/or the Field Review
Committee do not resolve the problem, the Student Affairs Committee is the primary mechanism for
resolution of the matter. Concerns warranting possible referral to the SAC include students who:
a. engage in behavior that is disrespectful to students, instructors, practicum personnel and that disrupts
the classroom, office or practicum, alienates self from others in program, results in repeated
complaints and requires undue time from faculty, staff or practicum personnel.
b. display attitudinal or unethical behaviors that question their fitness for the profession of social work.
c. display attitudes or behaviors inconsistent with the values and ethics of the social work profession.
d. act out unresolved personal issues the affect classroom behavior and/or relationships with colleagues,
faculty or staff.
e. engage in behavior in or outside the classroom that is illegal, indicates a substance abuse problem, or
interferes with the their ability to function in the program or with colleagues.
Procedures of the Student Affairs Committee
1. A faculty member, BSW Director, Director of the School of Social Wokr, or student makes a written
request to the Chair of the Student Affairs Committee, specifying the student’s performance or
conduct that initiated the need for review and the corrective action taken to date.
2. The Chair of the SAC forwards the request and supporting materials to the committee members,
informing them that the committee will meet within one week to review the request. If the committee
determines the request is legitimate, they set a date for the review to be held within one week of the
student receiving written notification. The student, student’s adviser and the Director of the School
are notified in writing of the date, time and place of the review, and the alleged nature of the
deficiencies in performance or conduct under review.
3. At the discretion of the committee, the person requesting the review may be present during the SAC
review.
- 17 -
4. The student has the right to present material on her/his behalf that challenges the allegations,
including asking others to address the SAC on her/his behalf.
5. The student has the right to question anyone participating in the proceedings.
6. The person initiating the request may make a written request to the Committee Chair to cancel or
discontinue the review process. If such a request is received, the Chair polls the members in a timely
manner as to the appropriateness of the request.
7. The procedures for Student Affairs Committee meeting include the following:
Call to order.
 Record the attendees and their role in the proceeding (committee member, student, other faculty,
student’s invitees).
 Identification of the matter for discussion.
 Description of the known facts regarding the issue by a designated committee member.
 The student’s comments, explanations, challenges, evidence (if applicable).
 Comments of other attendees
 Discussion with the goal of reaching concurrence on the nature of the difficulty and possible
solutions including, possibly, dismissal from the School of Social Work.
 Inform the student of the recommendation to be made to the Director.
 Notification to student of date and location a copy of the minutes may be obtained along with an
explanation that amendments must be made within six weeks.
 Adjournment.
8. The secretary records the proceedings and arranges for faculty attendees to receive copies. It is the
student’s responsibility to obtain a copy, if desired, per earlier instructions. In addition, the secretary
prepares a written recommendation of the committee’s recommendation, to the Director of the
School of Social Work. A copy of this report is kept in the student’s file in the department office.
9. The Director of the School of Social Work makes a determination of the action to be taken, if any,
and notifies the student by registered letter. Any action will be carried out by the Director and,
possibly, other interested parties in accordance with the terms of the decision.
Student Association of Social Workers
SASW, the Student Association of Social Workers, is an official campus organization for social work
students. Participation in the SASW provides opportunities for those interested in volunteer activities on
campus and in the community in a variety of settings to develop and strengthen the skills that will make them
better social workers. And as you will hear from any graduate school or employer, hands-on experience
above and beyond your field experience is a valuable asset!
The mission of the Student Association of Social Workers includes the following objectives:
 to act as activists for social change in our community at CSU, Chico and our surrounding
communities;
 to advocate for student educational concerns and issues;
 to be group facilitators for projects, volunteer opportunities, and related educational experiences;
 to promote professional identity as a social worker;
 to provide public speakers on issues of interest and concern; and
 to foster a sense of community within the School of Social Work to include students and faculty.
- 18 -
The bulletin boards to the right of the Social Work Office (Butte 511) will have information about SASW
activities, meeting agendas and minutes, a calendar of events, etc. The SASW also has a mailbox located in
Butte 511. Those interested in more information on the SASW should contact one of the members or leave a
message in the organization’s mailbox. Meetings for the fall semester will be scheduled over the summer.
For further information contact one of the officers.
Student Participation on School of Social Work Committees
In addition to participation through the SASW, there are several standing committees with student
representation. Two students selected by the SASW attend these meetings in an advisory capacity
representing the student body.
The Assessment Committee is charged with developing and regularly monitoring the policies and
procedures for assessing the BA and MSW curricula and their respective courses and student outcomes.
The Curriculum Committees of the BA and MSW programs develop, monitor, and review all matters of
their respective curricula. These committees review the curricula in relation to CSWE Accreditation
Standards, CSU, Chico standards, and the objectives of the School of Social Work, the College of
Behavioral and Social Sciences, and the needs of its constituents.
The Field Education Advisory Committee advises the Director of Field Education on the practicum
component of the major regarding course curriculum content, seminars for agency field instructors,
SSWAB membership, and revision of the SSWAB Constitution and Bylaws.
The School of Social Work Advisory Board (SSWAB) is a vehicle for community involvement in the
School of Social Work. It is an opportunity for members of community organizations to discuss and give
input on issues such as course curriculum content, seminars for agency field instructors, SSWAB
membership, and revision of the SSWAB Constitution and Bylaws.
Medical Care
An on-campus Student Health Center provides medical services to students in case of illness or accident.
Students may also take advantage of the student health and accident policy at a special rate. Information and
applications for the student policy may be obtained by calling the Student Health Center at (530)-898-5241.
National Association of Social Workers
The National Association of Social Workers (NASW), established in 1955, is the pre-eminent professional
organization, and currently has more than 140,000 members nationwide. We encourage student membership
in NASW. As a student, your fee is greatly reduced, and this rate continues for one year after graduation. As
a member, you will receive the national and state newsletters that publish job vacancies and articles on
contemporary issues and concerns. You also would receive Social Work, a scholarly and professional journal.
Many students also attend NASW state and/or national conferences for learning and networking.
- 19 -
Social Work Course Offerings
All social work majors, in consultation with their major adviser,
must take a 3-unit social work elective.
Please see the section on "Course Description Symbols and Terms" in The University Catalog for an
explanation of course description terminology and symbols, the course numbering system, and course credit
units. All courses are lecture and discussion and employ letter grading unless otherwise stated. Some
prerequisites may be waived with faculty permission. All syllabi are available on WebCT; students are
responsible for printing their own copies.
SWRK 170 Social Welfare Institutions: A Response to Power &Scarcity 3.0 Fa/Sp
This course identifies groups within American society which have a high risk of disenfranchisement. Societal
responses established to reduce the impact of inequitable distribution of goods, services, and opportunities
based on economic, medical, educational, generational, gender, and legal scarcity are studied. Issues are
examined from historical and contemporary perspectives. This is an approved General Education course.
SWRK 189 Practicum with Older Adults 1-2.0 Fa/Sp
This course is a practicum experience offered for 1.0 to 2.0 units. Students have the option of working
weekly in a convalescent home or being matched with an older adult. This course is applicable to all
disciplines dealing with senior adults. Sign up at the CAVE office. May be repeated for credit. Credit/no
credit grading only.
SWRK 200 Multicultural Awareness for the Human Services 3.0 Fa
No prerequisites or corequisites for non-majors; corerequisite: SWRK 302 for majors.
This course presents a framework for understanding and openly interacting with people from diverse
backgrounds that compose the rich mosaic of the United States. The class is designed to promote ethnic-
sensitive interpersonal relationships. Diverse people studied are distinguished by issues of race, ethnicity,
class, gender, sexual orientation, disability, religion, spirituality, generation, and national origin. Historical
and cultural experiences shaping their lives and current reality are examined. The overall goal is for students
to develop high regard for the worth and dignity of all people. This is an approved Ethnic Studies course.
SWRK 302 Human Behavior Across the Lifespan 3.0 Fa *
No prerequisites or corequisites for non-majors; corequisite:SWRK 200 for majors.
Using a systems framework and selected human behavior theories across the lifespan, the biological, social,
psychological, and cultural influences on individuals, families, and groups are investigated. Particular
emphasis is given to ethnic and cultural diversity and promoting student self-reflection across generations,
and cultural competence. This is an approved General Education course.
SWRK 303 Human Behavior and the Social Environment 3.0 Sp
Corequisites: SWRK 305, 325, 330. Majors only.
Second of two human behavior and social environment theory courses relevant to social work practice.
While SWRK 302 focuses on individuals and families across the lifespan from diverse backgrounds, SWRK
303 studies groups, organizations, institutions, and communities as social systems. Examines the reciprocal
interactions between these larger social systems and diverse individuals and families.
SWRK 305 Socialization into the Social Work Profession 3.0 Sp
Corequisites SWRK 303, 325, 330. Majors only.
The course will introduce students to the basic elements that form the cornerstones of field education. The
objectives of the course will include helping students’ develop a deep commitment to social work values and
ethics, working with diverse populations, and to social and economic justice. They will also learn about the
basic organizational structure of various social service agencies and the interpersonal skills necessary to
establish and maintain professional relationships. The course content will be enhanced by the requirement of
60 hours of service learning in a social service setting. Students will be placed in various agencies through
- 20 -
consultation with the CAVE Program and participate in the service learning requirements associated with
that Program.
SWRK 320 Child Welfare 3.0 Fa/Sp
Acquaints students with the relevant history and concepts of child welfare. Examines abuse, neglect,
molestation, prostitution, pornography, day care, teen pregnancies, foster care, intergenerational issues, and
adoptions. Focuses on the application of generalist social work knowledge, values, and skills, and the
problem-solving process to child welfare practices.
SWRK 325 Basic Skills in SWRK Practice 3.0 Sp
Corequisites:SWRK 303, 305, 330. Majors only.
Introduces students to the application of social work ethics and skills for social work practice. Includes the
ecological-systems framework, strengths perspective, and differential application of practice knowledge
related to the needs of various groups characterized by gender, race, ethnicity, culture, generation, sexual
orientation, class, and ability. Students learn basic interviewing and communication skills.
SWRK 330 Social Work Research Methods 3.0 Sp
Corequisites: SWRK 303, 305, 325.
An introduction to the logic and styles of social work research. Particular attention is given to the nature of
the scientific method, the methods of formulating research problems, the design of social research, character
of scientific evidence, and program evaluation techniques.
SWRK 398 Special Topics 1-3.0 Fa/Sp
This course is for special topics offered as 198A-C for 1.0 to 3.0 units respectively. Topics will vary from
term to term and be different for different sections. See The Class Schedule for the specific topic being
offered.
SWRK 399 Special Problems 1-3.0 Fa/Sp
This course is an independent study of special problems and is offered as 199A-C for 1.0 to 3.0 units
respectively. You must register directly with a supervising faculty member. Credit/no credit grading only.
SWRK 435 Social Work Methods I 3.0 Fall
Prerequisites: Prerequisites: Successful completion of ENGL 001 (or its equivalent). Corequisites:SWRK
485, 489A, 490A. Majors only.
Explores the dimensions of social work practice from a systems perspective: engagement, data collection,
assessment, and planning. Students develop skills in building partnerships with clients, group leadership,
culturally competent relationship building, problem/need partializing and prioritizing, goal setting, and
collaborative planning. Values, ethics and ethical decision-making are strengthened in the areas of
engagement and assessment. Students apply knowledge of social systems, human development across the
lifespan, and diversity in assessing and planning with individuals, families, groups, organizations, and
communities. This is a writing proficiency, WP, course; a grade of C- or better certifies writing proficiency
for majors.
SWRK 445 Social Work Methods II 3.0 Sp
Corequisites:SWRK 289B and 290B. Majors only.
Builds on Methods I in the areas of intervention, evaluation, and closure. Students enhance their skills in
maintaining partnerships with clients, group facilitation, culturally competent change strategies, clarity of
role, collaboration, evaluation of practice, and closure. Values, ethics and ethical decision-making are
applied to intervention and evaluation. Students apply knowledge of social systems, human development
across the lifespan, and diversity in intervention and evaluation with individuals, families, groups,
organizations, and communities. This is a writing proficiency, WP, course; a grade of C- or better certifies
writing proficiency for majors.
- 21 -
SWRK 474 Policy and Programs for Older Adults 3.0 Sp
Examines major social services, legislation, programs, models of service delivery, and funding related to the
needs and concerns of older adults living in the US. Barriers to service availability and delivery to older
populations-at-risk, and types of advocacy efforts to promote policy change are addressed.
SWRK 480 Law and Disadvantaged Persons 3.0 Inquire
Explores legal issues facing the poor, older adults, disabled, and minorities, and how to advance the legal
rights of the disadvantaged. Family law, consumerism, small claims court, Social Security, welfare law, and
landlord/tenant rights are addressed from theoretical and practical perspectives, with an emphasis on
advocating those rights.
SWRK 485 Social Welfare Policy, Programs and Services 3.0 Fall
Corequisites: SWRK 435, 489A, 490A. Majors only.
This course examines economic, historical, generational, political, intellectual, sociocultural, leadership,
values and ideologies and other such factors that shape social welfare policy, programs and services. The
course addresses various frameworks for studying social welfare policy, and examines the roles of policy-
makers, processes of social change, and the roles of social workers as facilitators of positive social change.
SWRK 489A Social Work Practicum I 5.0 Fall
Corequisites:SWRK 435, 485, 490A. Majors only.
Students are placed in an approved social service agency and, under the supervision of a qualified field
instructor, engage in generalist social work practice with multi-level client systems. The approved agency
may be public, non-profit, or proprietary. The Director of Field Education facilitates student placement. 240
hours in the practicum are required. Credit/no credit grading only.
SWRK 489B Social Work Practicum II 5.0 Sp
Corequisites: SWRK 445, 490B. Majors only
This course is a continuation of SWRK 489A. Interns remain in the same agency with the same field
instructor to further develop their ethical foundation, skills, knowledge, and understanding of self in the
delivery of social services with multi-level client systems. 240 hours in the practicum are required. Credit/no
credit grading only.
SWRK 490A Seminar for Practicum I 1.0 Fall
Corequisites: SWRK 435, 485, 489A. Majors only.
Discussion and learning processes designed to facilitate integration of previous and ongoing learning with
the realities of practice and consolidation of personal growth as a social worker.
SWRK 290B Seminar for Practicum II 5.0 Sp
Corequisites:SWRK 445, 489B. Majors only.
Discussion and learning processes designed to facilitate integration of previous and ongoing learning with
realities of practice and consolidation of personal growth as a social worker.
SWRK 498 Special Topics 1.0-3.0 Fa/Sp
This course is for special topics offered for 1.0 to 3.0 units. Topics will vary from term to term and be
different for different sections. See The Class Schedule for the specific topic being offered.
SWRK 299H Honors in Social Work 3.0 Fa/Sp
The student will work closely with faculty in a particular area of interest on an original project or research
topic. The year-long collaboration culminates in a professional product for public presentation. You may take
this course more than once for a maximum of 6.0 units.
- 22 -
Standards for Syllabi
These standards have been developed by the social work faculty for the social work curriculum.
Policy on Academic Honesty
It is expected that all students will conduct themselves with honor and honesty regarding their academic
work during the course. All academic dishonesty, including cheating, plagiarism, and misrepresentation is
prohibited. Please read the university policy regarding academic misconduct located in the University
catalog and BSW Student Handbook. It includes taking information, providing information, plagiarism,
misrepresentation, and other forms of academic dishonesty. Deliberate failure to properly cite another’s
work is cheating.
Methods of Instruction
A variety of instructional methods are used throughout the curriculum. These include lecture, discussion,
videotapes, speakers, class presentations, and collaborative, strength-based and, field-based learning. The
emphasis is on a student-centered learning environment that allows for trust to develop, enhancing class
participation.
Student Assistance
Students who, because of a disability, may need special arrangements or accommodations to meet the
requirements of social work courses are advised to register with Disability Support Services. Students must
document their need for accommodations and request them in a timely manner. DSS (located in the
University Center, Room 100 (530) 898-5959 v/t, (530) 898-4411 fax, e-mail dssdept@csuchico.edu)
facilitates reasonable support services for equal access to university programs for students with disabilities,
according to Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.
If you need assistance in evacuating the building during a fire or other emergency please inform the
instructor immediately so that arrangements can be made for your safety.
Written Assignments
Papers are to be double spaced, one-inch margins, with 12-point font. After you spell check your papers, be
sure to proofread again to ensure that the words you used were the ones that you desired. Watch for
homonyms such as there, their, and they’re. APA documentation is required.
You are required to use the writing guidelines as described by CSUC and professional writing standards (e.g.
use “woman” not “lady” or “girl” to describe female adults, use gender neutral language--chairperson, she/he
or mix use of masculine and feminine pronouns, humankind rather than mankind, etc.). All assignments
must be completed in order to pass social work courses.
Class Participation
There are many ways to actively participate in class. Among them would be actively listening to other
students and the instructor, asking questions of relevance to practice and theory, demonstrating evidence of
having read and reflected upon assigned readings, volunteering for in-class role plays, offering helpful
feedback to peers, pointing out contradictions between theory and practice, presenting ethical dilemmas from
your internship, and so on.
Professional Behavior
It is expected that students exhibit a commitment to the social work profession and the ethical standards as
specified in the NASW Code of Ethics. Student as developing professionals will gain skills in self-awareness
with the ability to reflect on their limitations as they relate to social work values and ethics. Important aspects
of these values are: honesty; integrity; appreciation of diversity; clear, appropriate, and culturally sensitive
boundaries; acceptance of critical feedback in a positive fashion; and use of appropriate and respectful
techniques for conflict resolution.
- 23 -
Absences
Students are expected to attend all class meetings. Absence from class, whether "excused" or "unexcused,"
may result in a lowered course grade or, in extreme instances, in the awarding of a grade of “F” for the
course.
Student Performance
Definition Of Letter Grading Symbols
A = Typically students with near perfect attendance who comes to class on time. They are prepared
for class, have read the assignment, ask pertinent questions, and make thoughtful comments. They
also make an effort to connect past learning with the present. Their written assignments are turned in
on time with few, if any, grammatical or typographical errors. Additionally, the content of the papers
reflect an effort to integrate knowledge gained both inside and outside the class. When an assignment
asks for a personal reflection, there is every indication that they have taken the time to process their
thoughts and feelings, and are able to communicate this in their writing and verbally. They
consistently score high on assignments, quizzes, and exams.
C = Typically students come late to class or have many absences. They prepare their assignments
consistently, but may turn them in late or incomplete. The assignments meet the minimum
requirements and reflect little integration of knowledge from readings, class discussion, or relevant
outside experiences. They frequently have not done the reading ahead of class, and consequently
may have difficulty participating in class discussions. Written assignments may have numerous
typographical or grammatical errors. They receive average or inconsistent evaluations on
assignments.
Grades
Grades are determined by each student’s point totals applied to the following percentages:
A = 94-100% B+ = 87-89% C+ = 77-79% D+ = 67-69%
A- = 90-93% B = 84-86% C = 74-76% D = 64-66%
B - = 80-83% C- = 70-73% F = ≤63%
Incomplete Grades and Withdrawing From The Course
Incomplete grades are given only in rare instances. To be considered, students must have a passing grade and
be up-to-date on assignments. See the University Catalog for details. University polices also specify the
criterion for withdrawing from classes during certain time periods of the semester. Please consult the catalog
for these policies, also.
Late drops are allowed after the official drop date for medical or other compelling reasons only.
Cell Phones / Pagers
The classroom is a professional environment; please respect this environment by turning cell phones and
pagers off or alternatively, setting them to the ‘vibrate’ mode. If you are expecting to be contacted during
class, notify the instructor before the class begins and take a seat near the door where you will be able to
leave the room quickly and quietly so as to not to disrupt the learning experience of your colleagues.
Confidentiality
Learning products or discussions associated with the class will be treated as privileged; as such, they will not
be shared beyond the classroom with three exceptions: 1) those discussions that indicate the likely
endangerment or the compromising of the well-being of enrollees or specific persons identified as being
targeted for such activity; 2) those discussions related to consultation with faculty regarding classroom
conduct and student learning; and 3) those learning products that are referenced by the School of Social
Work as one aspect of the instructor’s retention, tenure and promotion (RTP) process and the general
education review process. Student learning products included in review processes will be modified in such a
way as to safeguard the identity of the student(s) and the identity of his/her/their object of study.
- 24 -
IMPORTANT WEBSITES
Chico Information
Information about CSU, Chico:
http://www.csuchico.edu
Apply for Graduate School on-line;
http://www.CSUMentor.edu
Graduate School:
www.csuchico.edu/gisp
Financial Aid:
www.csuchico.edu/fa/
General Scholarships:
www.csuchico.edu/scholarships/
Council of Graduate Students:
www.csuchico.edu/cogs/
Information about CSU, Chico School of Social Work:
http://www.csuchico.edu/swrk/
Information about Chico and the surrounding counties:
http://www.chicochamber.com/
Code of Ethics
Information about the National Association of Social Workers (NASW):
http://www.socialworkers.org/
Social Work Education Web sites
Association of Social Work Baccalaureate Program Directors:
http://www.bpdonline.org
Association of Latino Social Work Educators:
http://www2.uta.edu/ssw/alswe/
Council on Social Work Education:
http://www.cswe.org/
A social work student journal from the University of Chicago:
http://www.ssa.uchicago.edu/publications/
The Social Work Café
http://www.geocities.com/Heartland/4862/swcafe.html
The George Warren Brown School of Social Work (Washington Univ in St. Louis)
http://www.gwbweb.wustl.edu/
- 25 -
Social Science Information Gateway
http://www.sosig.ac.uk/roads/subject-listing/World-cat/socwork.html
Social Work in General
http://wwwlibrary.csustan.edu/lboyer/socwork/bysubj.htm
National Association of Black Social Workers
http://www.nabsw.org
Other Important Sites
California Policy Research Center
http://www.ucop.edu/cprc/
Institute for the Study of Homelessness and Poverty
http://www.weingart.org/institute/
The Brookings Institution
http://www.brookings.edu/default.htm
The US Department of Housing and Urban Development
http://www.hud.gov/
TheFoundation Center
http://fdncenter.org/research/911/index.html
Information on the GRE:
http://www.gre.org/
- 26 -
APPENDIX
NASW Code of Ethics
Professional ethics are at the core of social work. The profession has an obligation to articulate its basic
values, ethical principles, and ethical standards. The NASW Code of Ethics sets forth these values, principles,
and standards to guide social workers' conduct. The Code is relevant to all social workers and social work
students, regardless of their professional functions, the settings in which they work, or the populations they
serve.
The NASW Code of Ethics serves six purposes:
1. The Code identifies core values on which social work's mission is based.
2. The Code summarizes broad ethical principles that reflect the profession's core values and establishes a
set of specific ethical standards that should be used to guide social work practice.
3. The Code is designed to help social workers identify relevant considerations when professional
obligations conflict or ethical uncertainties arise.
4. The Code provides ethical standards to which the general public can hold the social work profession
accountable.
5. The Code socializes practitioners new to the field to social work's mission, values, ethical principles,
and ethical standards.
6. The Code articulates standards that the social work profession itself can use to assess whether social
workers have engaged in unethical conduct. NASW has formal procedures to adjudicate ethics
complaints filed against its members. In subscribing to this Code, social workers are required to
cooperate in its implementation, participate in NASW adjudication proceedings, and abide by any
NASW disciplinary rulings or sanctions based on it.
The Code offers a set of values, principles, and standards to guide decision making and conduct when ethical
issues arise. It does not provide a set of rules that prescribe how social workers should act in all situations.
Specific applications of the Code must take into account the context in which it is being considered and the
possibility of conflicts among the Code's values, principles, and standards. Ethical responsibilities flow from
all human relationships, from the personal and familial to the social and professional.
Further, the NASW Code of Ethics does not specify which values, principles, and standards are most
important, and which outweigh others in instances of conflict. Reasonable differences of opinion can, and
do, exist among social workers when ranking the order of values, ethical principles, and ethical standards.
Ethical decision-making in a given situation must include the informed judgment of the individual social
worker, and should also consider how the issues would be judged in a peer review process where the ethical
standards of the profession would be applied.
Ethical decision making is a process. There are many instances in social work where simple answers are not
available to resolve complex ethical issues. Social workers should take into consideration all the values,
principles, and standards in this Code that are relevant to any situation in which ethical judgment is warranted.
Social workers' decisions and actions should be consistent with the spirit, as well as the letter, of this Code.
In addition to the NASW Code, there are many other sources of information about ethical thinking that may be
useful. Social workers should consider ethical theory and principles generally, social work theory and
research, laws, regulations, agency policies, and other relevant codes of ethics, recognizing that among codes
of ethics, social workers should consider the NASW Code of Ethics as their primary source. Social workers
also should be aware of the impact on ethical decision making of their clients' and their own personal values,
as well as cultural and religious beliefs and practices. They should be aware of any conflicts between
personal and professional values, and deal with those conflicts responsibly. For additional guidance, social
workers should consult the relevant literature on professional ethics and ethical decision- making and seek
appropriate consultation when faced with ethical dilemmas. This may involve consultation with an agency-
based or social work organization's ethics committee, a regulatory body, knowledgeable colleagues,
supervisors, or legal counsel.
- 28 -
Instances may arise when social workers' ethical obligations conflict with agency policies, or relevant laws or
regulations. When such conflicts occur, social workers must make a responsible effort to resolve the conflict
in a manner that is consistent with the values, principles, and standards expressed in this Code. If a
reasonable resolution of the conflict does not appear possible, social workers should seek proper consultation
before making a decision.
The NASW Code of Ethics is to be used by NASW and by individuals, agencies, organizations, and bodies
(such as licensing and regulatory boards, professional liability insurance providers, courts of law, agency
boards of directors, government agencies, and other professional groups) that choose to adopt it or use it as a
frame of reference. Violation of standards in this Code does not automatically imply legal liability or
violation of the law. Such determination can only be made in the context of legal and judicial proceedings.
Alleged violations of the Code would be subject to a peer review process. Such processes are generally
separate from legal or administrative procedures and insulated from legal review or proceedings to allow the
profession to counsel and discipline its own members.
A code of ethics cannot guarantee ethical behavior. Moreover, a code of ethics cannot resolve all ethical
issues or disputes, or capture the richness and complexity involved in striving to make responsible choices
within a moral community. Rather, a code of ethics sets forth values, ethical principles, and ethical standards
to which professionals aspire and by which their actions can be judged. Social workers' ethical behavior
should result from their personal commitment to engage in ethical practice. The NASW Code of Ethics
reflects the commitment of all social workers to uphold the profession's values and to act ethically.
Principles and standards must be applied by individuals of good character who discern moral questions and,
in good faith, seek to make reliable ethical judgments.
Ethical Principles
The following broad ethical principles are based on social work's core values of service, social justice,
dignity and worth of the person importance of human relationships, integrity, and competence. These
principles set forth ideals to which all social workers should aspire.
Value: Service
Ethical Principle: Social workers’ primary goal is to help people in need and to address social problems.
Social workers elevate service to others above self-interest. Social workers draw on their knowledge, values,
and skills to help people in need and to address social problems. Social workers are encouraged to volunteer
some portion of their professional skills with no expectation of significant financial return (pro bono service).
Value: Social Justice
Ethical Principle: Social workers challenge social injustice.
Social workers pursue social change, particularly with, and on behalf of, vulnerable and oppressed
individuals and groups of people. Social workers' social change efforts are focused primarily on issues of
poverty, unemployment, discrimination, and other forms of social injustice. These activities seek to promote
sensitivity to and knowledge about oppression, and cultural and ethnic diversity. Social workers strive to
ensure access to needed information, services, and resources; an equality of opportunity; and meaningful
participation in decision-making for all people.
Value: Dignity and Worth of the Person
Ethical Principle: Social workers respect the inherent dignity and worth of the person.
Social workers treat each person in a caring and respectful fashion, mindful of individual differences and
cultural and ethnic diversity. Social workers promote clients' socially responsible self-determination. Social
workers seek to enhance clients' capacity and opportunity to change and to address their own needs. Social
workers are cognizant of their dual responsibility to clients and to the broader society. They seek to resolve
conflicts between clients' interests and the broader society's interests in a socially responsible manner
consistent with the values, ethical principles, and ethical standards of the profession.
- 29 -
Value: Importance of Human Relationships
Ethical Principle: Social workers recognize the central importance of human relationships.
Social workers understand that relationships between and among people are an important vehicle for change.
Social workers engage people as partners in the helping process. Social workers seek to strengthen
relationships among people in a purposeful effort to promote, restore, maintain, and enhance the well-being
of individuals, families, social groups, organizations and communities.
Value: Integrity
Ethical Principle: Social workers behave in a trustworthy manner.
Social workers are continually aware of the profession's mission, values, ethical principles, and ethical
standards; and practice in a manner consistent with them. Social workers act honestly and responsibly, and
promote ethical practices on the part of the organizations with which they are affiliated.
Value: Competence
Ethical Principle: Social workers practice within their areas of competence and develop and enhance
their professional expertise.
Social workers continually strive to increase their professional knowledge and skills and to apply them in
practice. Social workers should aspire to contribute to the knowledge base of the profession.
Ethical Standards
The following ethical standards are relevant to the professional activities of all social workers. These
standards concern (1) social workers' ethical responsibilities to clients, (2) social workers' ethical
responsibilities to colleagues, (3) social workers' ethical responsibilities in practice settings, (4) social
workers' ethical responsibilities as professionals, (5) social workers' ethical responsibilities to the social work
profession, and (6) social workers' ethical responsibilities to the broader society.
Many of the standards that follow are enforceable guidelines for professional conduct. The extent to which
each standard is enforceable is a matter of professional judgment to be exercised by those responsible for
reviewing alleged violations of ethical standards.
1. SOCIAL WORKERS' ETHICAL RESPONSIBILITIES TO CLIENTS
1.01 Commitment to Clients
Social workers' primary responsibility is to promote the well-being of clients. In general, clients'
interests are primary. However, social workers' responsibility to the larger society or specific legal
obligations may, on limited occasions, supersede the loyalty owed clients, and clients should be so
advised. (Examples include when a social worker is required by law to report that a client has abused a
child or has threatened to harm self or others.)
1.02 Self-Determination
Social workers respect and promote the right of clients to self-determination and assist clients in their
efforts to identify and clarify their goals. Social workers may limit clients' right to self-determination
when, in the social workers' professional judgment, clients' actions or potential actions pose a serious,
foreseeable, and imminent risk to themselves or others.
1.03 Informed Consent
(a) Social workers should provide services to clients only in the context of a professional relationship
based, when appropriate, on valid informed consent. Social workers should use clear and
understandable language to inform clients of the purpose of the services, risks related to the services,
limits to services because of the requirements of a third-party payer, relevant costs, reasonable
alternatives, clients' right to refuse or withdraw consent, and the time frame covered by the consent.
Social workers should provide clients with an opportunity to ask questions.
(b) In instances when clients are not literate or have difficulty understanding the primary language used in the
practice setting, social workers should take steps to ensure clients' comprehension. This may include providing
clients with a detailed verbal explanation or arranging for a qualified interpreter or translator whenever possible.
- 30 -
(c) In instances when clients lack the capacity to provide informed consent, social workers should
protect clients' interests by seeking permission from an appropriate third party, informing clients
consistent with the clients' level of understanding. In such instances social workers should seek to
ensure that the third party acts in a manner consistent with clients' wishes and interests. Social workers
should take reasonable steps to enhance such clients' ability to give informed consent.
(d) In instances when clients are receiving services involuntarily, social workers should provide
information about the nature and extent of services and about the extent of clients' right to refuse
service.
(e) Social workers who provide services via electronic media (such as computer, telephone, radio, and
television) should inform recipients of the limitations and risks associated with such services.
(f) Social workers should obtain clients' informed consent before audio taping or videotaping clients or
permitting observation of services to clients by a third party.
1.04 Competence
(a) Social workers should provide services and represent themselves as competent only within the
boundaries of their education, training, license, certification, consultation received, supervised
experience, or other relevant professional experience.
(b) Social workers should provide services in substantive areas or use intervention techniques or
approaches that are new to them only after engaging in appropriate study, training, consultation, and
supervision from people who are competent in those interventions or techniques.
(c) When generally recognized standards do not exist with respect to an emerging area of practice,
social workers should exercise careful judgment and take responsible steps (including appropriate
education, research, training, consultation, and supervision) to ensure the competence of their work and
to protect clients from harm.
1.05 Cultural Competence and Social Diversity
(a) Social workers should understand culture and its function in human behavior and society,
recognizing the strengths that exist in all cultures.
(b) Social workers should have a knowledge base of their clients' cultures, and be able to demonstrate
competence in the provision of services that are sensitive to clients' cultures and to differences among
people and cultural groups.
(c) Social workers should obtain education about and seek to understand the nature of social diversity
and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, age, marital
status, political belief, religion, and mental or physical disability.
1.06 Conflicts of Interest
(a) Social workers should be alert to and avoid conflicts of interest that interfere with the exercise of
professional discretion and impartial judgment. Social workers should inform clients when a real or
potential conflict of interest arises and take reasonable steps to resolve the issue in a manner that makes
the clients' interests primary and protects clients' interests to the greatest extent possible. In some cases,
protecting clients' interests may require termination of the professional relationship with proper referral
of the client.
(b) Social workers should not take unfair advantage of any professional relationship or exploit others to
further their personal, religious, political, or business interests.
(c) Social workers should not engage in dual or multiple relationships with clients or former clients in
which there is a risk of exploitation or potential harm to the client. In instances when dual or multiple
relationships are unavoidable, social workers should take steps to protect clients, and they are
responsible for setting clear, appropriate, and culturally sensitive boundaries. (Dual or multiple
relationships occur when social workers relate to clients in more than one relationship, whether
professional, social, or business. Dual or multiple relationships can occur simultaneously or
consecutively.)
- 31 -
(d) When social workers provide services to two or more people who have a relationship with each
other (for example, couples, family members), social workers should clarify with all parties which
individuals will be considered the client, and the nature of the social worker’s professional obligations
to the various individuals who are receiving services. Social workers who anticipate a conflict of
interest among the individuals receiving services or who anticipate having to perform in potentially
conflicting roles (for example, when a social worker is asked to testify in a child custody dispute or
divorce proceedings involving clients), should clarify their role with the parties involved and take
appropriate action to minimize any conflict of interest.
1.07 Privacy and Confidentiality
(a) Social workers should respect clients' right to privacy. Social workers should not solicit private
information from clients unless it is essential to providing services or conducting social work evaluation
or research. Once private information is shared, standards of confidentiality apply.
(b) Social workers may disclose confidential information when appropriate with valid consent from a
client or a person legally authorized to consent on behalf of a client.
(c) Social workers should protect the confidentiality of all information obtained in the course of
professional service, except for compelling professional reasons. The general expectation that social
workers will keep information confidential does not apply when disclosure is necessary to prevent
serious, foreseeable, and imminent harm to a client or other identifiable person or when laws or
regulations require disclosure without a client's consent. In all instances, social workers should disclose
the least amount of confidential information necessary to achieve the desired purpose; revealing only
information that is directly relevant to the purpose for which the disclosure is made.
(d) Social workers should inform clients, to the extent possible, about the disclosure of confidential
information and, when feasible, the potential consequences, before the disclosure is made. This applies
whether social workers disclose confidential information on the basis of a legal requirement or with
client consent.
(e) Social workers should discuss with clients and other interested parties the nature of confidentiality
and limitations of the client’s right to confidentiality. Social workers should review with clients
circumstances where confidential information may be requested, and where disclosure of confidential
information may be legally required. This discussion should occur as soon as possible in the social
worker-client relationship, and as needed throughout the course of the relationship.
(f) When social workers provide counseling services to families, couples, or groups, social workers
should seek agreement among the parties involved concerning each individual's right to confidentiality
and obligation to preserve the confidentiality of information shared by others. Social workers should
inform participants in family, couples, or group counseling that social workers cannot guarantee that all
participants will honor such agreements.
(g) Social workers should inform clients involved in family, couples, marital, or group counseling of
the social worker's, employer's, and agency's policy concerning the social worker's disclosure of
confidential information among the parties involved in the counseling.
(h) Social workers should not disclose confidential information to third-party payers unless clients have
authorized such disclosure.
(i) Social workers should not discuss confidential information in any setting unless privacy can be
ensured. Social workers should not discuss confidential information in public or semi-public areas such
as hallways, waiting rooms, elevators, and restaurants.
(j) Social workers should protect the confidentiality of clients during legal proceedings to the extent
permitted by law. When a court of law or other legally authorized body orders social workers to
disclose confidential or privileged information without a client's consent and such disclosure could
cause harm to the client, social workers should request that the court withdraw the order, limit the order
as narrowly as possible, or maintain the records under seal, unavailable for public inspection.
- 32 -
(k) Social workers should protect the confidentiality of clients when responding to requests from
members of the media.
(1) Social workers should protect the confidentiality of clients' written and electronic records and other
sensitive information. Social workers should take reasonable steps to ensure that clients' records are
stored in a secure location and that clients' records are not available to others who are not authorized to
have access.
(m) Social workers should take precautions to ensure and maintain the confidentiality of information
transmitted to other parties through the use of computers, electronic mail, facsimile machines,
telephones and telephone answering machines, and other electronic or computer technology. Disclosure
of identifying information should be avoided whenever possible.
(n) Social workers should transfer or dispose of clients’ records in a manner that protects clients’
confidentiality, and is consistent with state statutes governing records and social work licensure.
(o) Social workers should take reasonable precautions to protect client confidentiality in the event of
the social worker's termination of practice, incapacitation, or death.
(p) Social workers should not disclose identifying information when discussing clients for teaching or
training purposes unless the client has consented to disclosure of confidential information.
(q) Social workers should not disclose identifying information when discussing clients with consultants
unless the client has consented to disclosure of confidential information, or there is a compelling need
for such disclosure.
(r) Social workers should protect the confidentiality of deceased clients consistent with the preceding
standards.
1.08 Access to Records
(a) Social workers should provide clients with reasonable access to records concerning the that client.
Social workers who are concerned that clients' access to their records could cause serious
misunderstanding or harm to the client, should provide assistance in interpreting the records and
consultation with the client regarding the records. Social workers should limit clients' access to their
records, or portions of their records, only in exceptional circumstances when there is compelling
evidence that such access would cause serious harm to the client. Both clients' requests and the
rationale for withholding some or all of the record should be documented in the client’s files.
(b) When providing clients with access to their records, social workers should take steps to protect the
confidentiality of other individuals identified or discussed in such records.
1.09 Sexual Relationships
(a) Social workers should under no circumstances engage in sexual activities or sexual contact with
current clients, whether such contact is consensual or forced.
(b) Social workers should not engage in sexual activities or sexual contact with clients' relatives or
other individuals with whom clients maintain a close personal relationship when there is a risk of
exploitation or potential harm to the client. Sexual activity or sexual contact with clients' relatives, or
other individuals with whom clients maintain a personal relationship, has the potential to be harmful to
the client and may make it difficult for the social worker and client to maintain appropriate professional
boundaries. Social workers-not their clients, their clients' relatives, or other individuals with whom the
client maintains a personal relationship-assume the full burden for setting clear, appropriate, and
culturally sensitive boundaries.
(c) Social workers should not engage in sexual activities or sexual contact with former clients because
of the potential for harm to the client. If social workers engage in conduct contrary to this prohibition or
claim that an exception to this prohibition is warranted because of extraordinary circumstances, it is
social workers, not their clients, who assume the full burden of demonstrating that the former client has
not been exploited, coerced, or manipulated, intentionally or unintentionally.
- 33 -
(d) Social workers should not provide clinical services to individuals with whom they have had a prior
sexual relationship. Providing clinical services to a former sexual partner has the potential to be
harmful to the individual, and is likely to make it difficult for the social worker and individual to
maintain appropriate professional boundaries.
1.10 Physical Contact
Social workers should not engage in physical contact with clients when there is a possibility of
psychological harm to the client as a result of the contact (such as cradling or caressing clients). Social
workers who engage in appropriate physical contact with clients are responsible for setting clear,
appropriate, and culturally sensitive boundaries that govern such physical contact.
1.11 Sexual Harassment
Social workers should not sexually harass clients. Sexual harassment includes sexual advances, sexual
solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature.
1.12 Derogatory Language
Social workers should not use derogatory language in their written or verbal communications to or
about clients. Social workers should use accurate and respectful language in all communications to and
about clients.
1.13 Payment for Services
(a) When setting fees, social workers should ensure that the fees are fair, reasonable, and
commensurate with the services performed. Consideration should be given to the client’s ability to pay.
(b) Social workers should avoid accepting goods or services from clients as payment for professional
services. Bartering arrangements, particularly involving services, create the potential for conflicts of
interest, exploitation, and inappropriate boundaries in social workers' relationships with clients. Social
workers should explore, and may participate in, bartering only in very limited circumstances when it can
be demonstrated that such arrangements are an accepted practice among professionals in the local
community, considered to be essential for the provision of services, negotiated without coercion, and
entered into at the client's initiative and with the client's informed consent. Social workers who accept
goods or services from clients as payment for professional services assume the full burden of
demonstrating that this arrangement will not be detrimental to the client or the professional relationship.
(c) Social workers should not solicit a private fee or other remuneration for providing services to
clients who are entitled to such available services through the social workers' employer or agency.
1.14 Clients Who Lack Decision-Making Capacity
When social workers act on behalf of clients who lack the capacity to make informed decisions, social
workers should take reasonable steps to safeguard the interests and rights of those clients.
1.15 Interruption of Services
Social workers should make reasonable efforts to ensure continuity of services in the event that services
are interrupted by factors such as unavailability, relocation, illness, disability, or death.
1.16 Termination of Services
(a) Social workers should terminate services and the professional relationship with clients when such
services and relationships are no longer required or no longer serve the client’s needs or interests.
(b) Social workers should take reasonable steps to avoid abandoning clients who are still in need of
services. Social workers should withdraw services precipitously only under unusual circumstances,
giving careful consideration to all factors in the situation, and taking care to minimize possible adverse
effects. Social workers should assist in making appropriate arrangements for continuation of services
when necessary.
(c) Social workers in fee-for-service settings may terminate services to clients who are not paying an
overdue balance if the financial contractual arrangements have been made clear to the client, if the client
does not pose an imminent danger to self or others, and if the clinical and other consequences of the
current nonpayment have been addressed and discussed with the client.
- 34 -
(d) Social workers should not terminate services to pursue a social, financial, or sexual relationship
with a client.
(e) Social workers who anticipate the termination or interruption of services to clients should notify
clients promptly and seek the transfer, referral, or continuation of services in relation to the client’s
needs and preferences.
(f) Social workers who are leaving an employment setting should inform clients of appropriate options
for the continuation of services, as well as the benefits and risks of the options.
2. SOCIAL WORKERS' ETHICAL RESPONSIBILITIES TO COLLEAGUE
2.01 Respect
(a) Social workers should treat colleagues with respect and should represent accurately and fairly the
qualifications, views, and obligations of colleagues.
(b) Social workers should avoid unwarranted negative criticism of colleagues in communications with
clients or with other professionals. Unwarranted negative criticism may include demeaning comments
that refer to a colleague’s level of competence or to an individual’s attributes, such as race, ethnicity,
national
origin, color, sex, sexual orientation, age, marital status, political belief, religion, and mental or physical
disability.
(c) Social workers should cooperate with social work colleagues and with colleagues of other
professions when such cooperation serves the well-being of clients.
2.02 Confidentiality
Social workers should respect confidential information shared by colleagues in the course of their
professional relationships and transactions. Social workers should ensure that such colleagues
understand the social worker’s obligation to respect confidentiality and any exceptions related to it.
2.03 Interdisciplinary Collaboration
(a) Social workers who are members of an interdisciplinary team should participate in and contribute to
decisions that affect the well-being of clients by drawing on the perspectives, values, and experiences of
the social work profession. Professional and ethical obligations of the interdisciplinary team as a whole,
and of its individual members, should be clearly established.
(b) Social workers for whom a team decision raises ethical concerns should attempt to resolve the
disagreement through appropriate channels. If the disagreement cannot be resolved, social workers
should pursue other avenues to address their concerns consistent with client well-being.
2.04 Disputes Involving Colleagues
(a) Social workers should not take advantage of a dispute between a colleague and an employer to
obtain a position or otherwise advance the social worker’s own interests.
(b) Social workers should not exploit clients in disputes with colleagues or engage clients in any
inappropriate discussion of conflicts between social workers and their colleagues.
2.05 Consultation
(a) Social workers should seek the advice and counsel of colleagues whenever such consultation is in
the best interests of clients.
(b) Social workers should keep themselves informed about their colleagues' areas of expertise and
competencies. Social workers should seek consultation only from colleagues who have demonstrated
knowledge, expertise, and competence related to the subject of the consultation.
(c) When consulting with colleagues about a client, social workers should disclose the least amount of
information necessary to achieve the purposes of the consultation.
2.06 Referral for Services
(a) Social workers should refer a client to another professional when the other professional’s
specialized knowledge or expertise is needed to fully serve the client, or when a social worker believes
- 35 -
that they are not being effective or making reasonable progress with a client and that additional service
is required.
(b) Social workers who refer a client to another professional should take appropriate steps to facilitate
an orderly transfer of responsibility. Social workers who refer a client to another professional should
disclose, with the client’s consent, all pertinent information to the new service provider.
(c) Social workers are prohibited from giving or receiving payment for a referral when no professional
service is provided by the referring social worker.
2.07 Sexual Relationships
(a) Social workers who function as supervisors or educators should not engage in sexual activities or
contact with supervisees, students, trainees, or other colleagues over whom they exercise professional
authority.
(b) Social workers should avoid engaging in sexual relationships with colleagues when there is
potential for a conflict of interest. Social workers who become involved in, or anticipate becoming
involved in, a sexual relationship with a colleague, have a duty to transfer professional responsibilities,
when necessary, to avoid a conflict of interest.
2.08 Sexual Harassment
Social workers should not sexually harass supervisees, students, trainees, or colleagues. Sexual
harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or
physical conduct of a sexual nature.
2.09 Impairment of Colleagues
(a) Social workers who have direct knowledge of a social work colleague's impairment that is due to
personal problems, psychosocial distress, substance abuse, or mental health difficulties that interferes
with practice effectiveness, should consult with that colleague when feasible and assist the colleague in
taking remedial action.
(b) Social workers who believe that a social work colleague's impairment interferes with practice
effectiveness, and that the colleague has not taken adequate steps to address the impairment, should take
action through appropriate channels established by employers, agencies, NASW, licensing and
regulatory bodies, and other professional organizations.
2.10 Incompetence of Colleagues
(a) Social workers who have direct knowledge of a social work colleague's incompetence should
consult with that colleague when feasible and assist the colleague in taking remedial action.
(b) Social workers who believe that a social work colleague is incompetent and has not taken adequate
steps to address the incompetence, should take action through appropriate channels established by
employers, agencies, NASW, licensing and regulatory bodies, and other professional organizations.
2.11 Unethical Conduct of Colleagues
(a) Social workers should take adequate measures to discourage, prevent, expose, and correct the
unethical conduct of colleagues.
(b) Social workers should be knowledgeable about established policies and procedures for handling
concerns about a colleague’s unethical behavior. Social workers should be familiar with national, state,
and local procedures for handling ethics complaints. These procedures include policies and procedures
created by NASW, licensing and regulatory bodies, employers, agencies, and other professional
organizations.
(c) Social workers who believe that a colleague has acted unethically should seek resolution by
discussing their concerns with the colleague, when feasible, at a time when such discussion is likely to
be productive.
(d) When necessary, social workers who believe that a colleague has acted unethically should take
action through appropriate formal channels (such as contacting a state licensing board or regulatory
body, an NASW committee on inquiry, or other professional ethics committees).
- 36 -
(e) Social workers should defend and assist colleagues who are unjustly charged with unethical conduct.
3. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES IN PRACTICE SETTINGS
3.01 Supervision and Consultation
(a) Social workers who provide supervision or consultation should have the necessary knowledge and
skill to supervise or consult appropriately and should do so only within their areas of knowledge and
competence.
(b) Social workers who provide supervision or consultation are responsible for setting clear,
appropriate, and culturally sensitive boundaries.
(c) Social workers should not engage in any dual or multiple relationships with supervisees in which
there is a risk of exploitation of, or potential harm to, the supervisees.
(d) Social workers who provide supervision should evaluate a supervisee’s performance in a manner
that is fair and respectful.
3.02 Education and Training
(a) Social workers who function as educators, field instructors for students, or trainers should provide
instruction only within their areas of knowledge and competence, and should provide instruction based
on the most current information and knowledge available in the profession.
(b) Social workers who function as educators or field instructors for students should evaluate a
student’s performance in a manner that is fair and respectful.
(c) Social workers who function as educators or field instructors for students should take reasonable
steps to ensure that clients are routinely informed when services are being provided by students.
(d) Social workers who function as educators or field instructors for students should not engage in any
dual or multiple relationships with students in which there is a risk of exploitation or potential harm to
the student. Social work educators and field instructors are responsible for setting clear, appropriate,
and culturally sensitive boundaries.
3.03 Performance Evaluation
Social workers who have responsibility for evaluating the performance of others should fulfill such
responsibility in a fair and considerate manner and on the basis of clearly stated criteria.
3.04 Client Records
(a) Social workers should take reasonable steps to ensure that documentation in records is accurate and
reflects the services provided.
(b) Social workers should include sufficient and timely documentation in records to facilitate the
delivery of services and to ensure continuity of services provided to clients in the future.
(c) Social workers' documentation should protect clients' privacy to the extent that is possible and
appropriate and should include only information that is directly relevant to the delivery of services.
(d) Social workers should store records following the termination of services to ensure reasonable
future access. Records should be maintained for the number of years required by state statutes or
relevant contracts.
3.05 Billing
Social workers should establish and maintain billing practices that accurately reflect the nature and
extent of services provided and that identify who provided the service in the practice setting.
3.06 Client Transfer
(a) When an individual who is receiving services from another agency or colleague contacts a social
worker for services, the social worker should carefully consider the client's needs before agreeing to
provide services. To minimize possible confusion and conflict, social workers should discuss with
potential clients the nature of the clients' current relationship with other service providers and the
implications, including possible benefits or risks, of entering into a relationship with a new service
provider.
- 37 -
(b) If a new client has been served by another agency or colleague, social workers should discuss with
the client whether consultation with the previous service provider is in the client's best interest.
3.07 Administration
(a) Social work administrators should advocate within and outside their agencies for adequate resources
to meet clients' needs.
(b) Social workers should advocate for resource allocation procedures that are open and fair. When not
all clients' needs can be met, an allocation procedure should be developed that is nondiscriminatory and
based on appropriate and consistently applied principles.
(c) Social workers who are administrators should take reasonable steps to ensure that adequate agency
or organizational resources are available to provide appropriate staff supervision.
(d) Social work administrators should take reasonable steps to ensure that the working environment for
which they are responsible is consistent with, and encourages compliance with, the NASW Code of
Ethics. Social work administrators should take reasonable steps to eliminate any conditions in their
organizations that violate, interfere with, or discourage compliance with the Code.
3.08 Continuing Education and Staff Development
Social work administrators and supervisors should take reasonable steps to provide or arrange for
continuing education and staff development for all staff for whom they are responsible. Continuing
education and staff development should address current knowledge and emerging developments related
to social work practice and ethics.
3.09 Commitments to Employers
(a) Social workers generally should adhere to commitments made to employers and employing
organizations.
(b) Social workers should work to improve employing agency’s policies and procedures and the
efficiency and effectiveness of their services.
(c) Social workers should take reasonable steps to ensure that employers are aware of a social worker’s
ethical obligations as set forth in the NASW Code of Ethics and of the implications of those obligations
for social work practice.
(d) Social workers should not allow an employing organization's policies, procedures, regulations, or
administrative orders to interfere with their ethical practice of social work. Social workers should take
reasonable steps to ensure that their employing organization’s practices are consistent with the NASW
Code of Ethics.
(e) Social workers should act to prevent and eliminate discrimination in the employing organization's
work assignments and in its employment policies and practices.
(f) Social workers should accept employment or arrange student field placements only in organizations
that exercise fair personnel practices.
(g) Social workers should be diligent stewards of the resources of their employing organizations, wisely
conserving funds where appropriate and never misappropriating funds or using them for unintended
purposes.
3.10 Labor-Management Disputes
(a) Social workers may engage in organized action, including the formation of and participation in
labor unions, to improve services to clients and working conditions.
(b) The actions of social workers who are involved in labor-management disputes, job actions, or labor
strikes should be guided by the profession's values, ethical principles, and ethical standards. Reasonable
differences of opinion exist among social workers concerning their primary obligation as professionals
during an actual or threatened labor strike or job action. Social workers should carefully examine
relevant issues and their possible impact on clients before deciding on a course of action.
- 38 -
4. SOCIAL WORKERS' ETHICAL RESPONSIBILITIES AS PROFESSIONALS
4.01 Competence
(a) Social workers should accept responsibility or employment only on the basis of existing
competence or the intention to acquire the necessary competence.
(b) Social workers should strive to become and remain proficient in professional practice and the
performance of professional functions. Social workers should critically examine and keep current with
emerging knowledge relevant to social work. Social workers should routinely review the professional
literature and participate in continuing education relevant to social work practice and social work ethics.
(c) Social workers should base their practice on recognized knowledge, including empirically based
knowledge relevant to social work and social work ethics.
4.02 Discrimination
Social workers should not practice, condone, facilitate, or collaborate with any form of discrimination
on the basis of race, ethnicity, national origin, color, sex, sexual orientation, age, marital status, political
belief, religion, or mental or physical disability.
4.03 Private Conduct
Social workers should not permit their private conduct to interfere with their ability to fulfill their
professional responsibilities.
4.04 Dishonesty, Fraud, and Deception
Social workers should not participate in, condone, or be associated with dishonesty, fraud, or deception.
4.05 Impairment
(a) Social workers should not allow their own personal problems, psychosocial distress, legal problems,
substance abuse, or mental health difficulties to interfere with their professional judgment and
performance, or to jeopardize the best interests of clients for whom they have a professional
responsibility.
(b) Social workers whose personal problems, psychosocial distress, legal problems, substance abuse, or
mental health difficulties interfere with their professional judgment and performance, should
immediately seek consultation and take appropriate remedial action by seeking professional help,
making adjustments in their workload, terminate their practice, or taking any other steps necessary to
protect clients and others.
4.06 Misrepresentation
(a) Social workers should make clear distinctions between statements made and actions engaged in as a
private individual and as a representative of the social work profession, a professional social work
organization, or the social worker's employing agency.
(b) Social workers who speak on behalf of professional social work organizations should accurately
represent the official and authorized positions of the organizations.
(c) Social workers should ensure that their representations to clients, agencies or the public, of their
professional qualifications, credentials, education, competence, affiliations, services provided, or results
to be achieved are accurate. Social workers should claim only those relevant professional credentials
they actually possess and take steps to correct any inaccuracies or misrepresentations of their credentials
by others.
4.07 Solicitations
(a) Social workers should not engage in uninvited solicitation of potential clients who, because of their
circumstances, are vulnerable to undue influence, manipulation, or coercion.
(b) Social workers should not engage in solicitation of testimonial endorsements (including solicitation
of consent to use a client's prior statement as a testimonial endorsement) from current clients or from
other people who, because of their particular circumstances, are vulnerable to undue influence.
4.08 Acknowledging Credit
(a) Social workers should take responsibility and credit, including authorship credit, only for work they
- 39 -
have actually performed and to which they have contributed.
(b) Social workers should honestly acknowledge the work of and the contributions made by others.
5. SOCIAL WORKERS' ETHICAL RESPONSIBILITIES TO THE SOCIAL WORK PROFESSION
5.01 Integrity of the Profession
(a) Social workers should work toward the maintenance and promotion of high standards of practice.
(b) Social workers should uphold and advance the values, ethics, knowledge, and mission of the
profession. Social workers should protect, enhance, and improve the integrity of the profession through
appropriate study and research, active discussion, and responsible criticism of the profession.
(c) Social workers should contribute time and professional expertise to activities that promote respect
for the value, integrity, and competence of the social work profession. These activities may include
teaching, research, consultation, service, legislative testimony, presentations in the community, and
participation in their professional organizations.
(d) Social workers should contribute to the knowledge base of social work and share with colleagues
their knowledge related to practice, research, and ethics. Social workers should seek to contribute to the
profession's literature and to share their knowledge at professional meetings and conferences.
(e) Social workers should act to prevent the unauthorized and unqualified practice of social work.
5.02 Evaluation and Research
(a) Social workers should monitor and evaluate policies, the implementation of programs, and practice
interventions.
(b) Social workers should promote and facilitate evaluation and research to contribute to the
development of knowledge.
(c) Social workers should critically examine and keep current with emerging knowledge relevant to
social work and fully use evaluation and research evidence in their professional practice.
(d) Social workers engaged in evaluation or research should carefully consider possible consequences
and should follow guidelines developed for the protection of evaluation and research participants.
Appropriate institutional review boards should be consulted.
(e) Social workers engaged in evaluation or research should obtain voluntary and written informed
consent from participants, when appropriate, without any implied or actual deprivation or penalty for
refusal to participate; without undue inducement to participate; and with due regard for participants'
well-being, privacy, and dignity. Informed consent should include information about the nature, extent,
and duration of the participation requested and disclosure of the risks and benefits of participation in the
research.
(f) When evaluation or research participants are incapable of giving informed consent, social workers
should provide an appropriate explanation to the participants, obtain the participants' assent to the extent
they are able, and obtain written consent from an appropriate proxy.
(g) Social workers should never design or conduct evaluation or research that does not use consent
procedures, such as certain forms of naturalistic observation and archival research, unless rigorous and
responsible review of the research has found it to be justified because of its prospective scientific,
educational, or applied value and unless equally effective alternative procedures that do not involve
waiver of consent are not feasible.
(h) Social workers should inform participants of their right to withdraw from evaluation and research at
any time without penalty.
(i) Social workers should take appropriate steps to ensure that participants in evaluation and research
have access to appropriate supportive services.
(j) Social workers engaged in evaluation or research should protect participants from unwarranted
physical or mental distress, harm, danger, or deprivation.
- 40 -
(k) Social workers engaged in the evaluation of services should discuss collected information only for
professional purposes and only with people professionally concerned with this information.
(1) Social workers engaged in evaluation or research should ensure the anonymity or confidentiality of
participants and of the data obtained from them. Social workers should inform participants of any limits
of confidentiality, the measures that will be taken to ensure confidentiality, and when any records
containing research data will be destroyed.
(m) Social workers who report evaluation and research results should protect participants'
confidentiality by omitting identifying information unless proper consent has been obtained authorizing
disclosure.
(n) Social workers should report evaluation and research findings accurately. They should not fabricate
or falsify results and should take steps to correct any errors later found in published data using standard
publication methods.
(o) Social workers engaged in evaluation or research should be alert to and avoid conflicts of interest
and dual relationships with participants, should inform participants when a real or potential conflict of
interest arises, and should take steps to resolve the issue in a manner that makes participants' interests
primary.
(p) Social workers should educate themselves, their students, and their colleagues about responsible
research practices.
6. SOCIAL WORKERS' ETHICAL RESPONSIBILITIES TO THE BROADER SOCIETY
6.01 Social Welfare
Social workers should promote the general welfare of society, from local to global levels, and the
development of people, their communities, and their environments. Social workers should advocate for
living conditions conducive to the fulfillment of basic human needs and should promote social,
economic, political, and cultural values and institutions that are compatible with the realization of social
justice.
6.02 Public Participation
Social workers should facilitate informed participation by the public in shaping social policies and
institutions.
6.03 Public Emergencies
Social workers should provide appropriate professional services in public emergencies to the greatest
extent possible.
6.04 Social and Political Action
(a) Social workers should engage in social and political action that seeks to ensure that all people have
equal access to the resources, employment, services, and opportunities they require to meet their basic
human needs and to develop fully. Social workers should be aware of the impact of the political arena
on practice and should advocate for changes in policy and legislation to improve social conditions in
order to meet basic human needs and promote social justice.
(b) Social workers should act to expand choice and opportunity for all people, with special regard for
vulnerable, disadvantaged, oppressed, and exploited people and groups.
(c) Social workers should promote conditions that encourage respect for cultural and social diversity
within the United States and globally. Social workers should promote policies and practices that
demonstrate respect for difference, support the expansion of cultural knowledge and resources, advocate
for programs and institutions that demonstrate cultural competence, and promote policies that safeguard
the rights of and confirm equity and social justice for all people.
(d) Social workers should act to prevent and eliminate domination of, exploitation of, and
discrimination against any person, group, or class on the basis of race, ethnicity, national origin, color,
sex, sexual orientation, age, marital status, political belief, religion, or mental or physical disability.
- 41 -
Council on Social Work Education (CSWE)
Education Policy and Accreditation Standards (AS)
Preamble
Social work practice promotes human well-being by strengthening opportunities, resources, and capacities of
people in their environments and by creating policies and services to correct conditions that limit human
rights and the quality of life. The social work profession works to eliminate poverty, discrimination, and
oppression. Guided by a person-in-environment perspective and respect for human diversity, the profession
works to effect social and economic justice worldwide.
Social work education combines scientific inquiry with the teaching of professional skills to provide
effective and ethical social work services. Social work educators reflect their identification with the
profession through their teaching, scholarship, and service. Social work education, from baccalaureate to
doctoral levels, employs educational, practice, scholarly, inter-professional, and service delivery models to
orient and shape the profession’s future in the context of expanding knowledge, changing technologies, and
complex human and social concerns.
The Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS)
promotes academic excellence in baccalaureate and master’s social work education. The EPAS specifies the
curricular content and educational context to prepare students for professional social work practice. The
EPAS sets forth basic requirements for these purposes. Beyond these basic requirements of EPAS,
individual programs focus on areas relevant to their institutional and program mission, goals, and objectives.
The EPAS permits programs to use time-tested and new models of program design, implementation, and
evaluation. It does so by balancing requirements that promote comparability across programs with a level of
flexibility that encourages programs to respond to changing human, professional, and institutional needs.
The EPAS focuses on assessing the results or program’s development and its continuous improvement.
While accreditation is ultimately evaluative, in social work education it is based on a consultative and
collaborative process that determines whether a program meets the requirements of the EPAS.
Functions of Educational Policy and Accreditation
1. Educational Policy
The Educational Policy promotes excellence, creativity, and innovation in social work education and
practice. It sets forth required content areas that relate to each other and to the purposes, knowledge, and
values of the profession. Programs of social work education are offered at the baccalaureate, master’s,
and doctoral levels. Baccalaureate and master’s programs are accredited by CSWE. This document
supersedes all prior statements of curriculum policy for baccalaureate and master’s program levels.
2. Accreditation
Accreditation ensures that the quality of professional programs merits public confidence. The
Accreditation Standards establish basic requirements for baccalaureate and master’s levels.
Accreditation Standards pertain to the following program elements:
 Mission, goals, and objectives  Students professional development
 Curriculum  Nondiscrimination and human diversity
 Governance, structure, and resources  Program renewal
 Faculty  Program assessment and continuous improvement
3. Relationship of Educational Policy to Accreditation
CSWE uses the EPAS for the accreditation of social work programs. The Educational Policy and the
Accreditation Standards are conceptually integrated. Programs use Educational Policy, Section 1 as one
important basis for developing program mission, goals, and objectives. Programs use Educational Policy,
Section 3 to develop program objectives and Educational Policy, Sections 4 and 5 to develop content for
demonstrating attainment of the objectives. The accreditation process reviews the program’s self-study
- 42 -
document, site team report, and program response to determine compliance with the Educational Policy and
Accreditation Standards. Accredited programs meet all standards.
Educational Policy
1. Purposes
1.0 Purposes of the Social Work Profession
The social work profession receives its sanction from public and private auspices and is the primary
profession in the development, provision, and evaluation of social services. Professional social workers
are leaders in a variety of organizational settings and service delivery systems within a global context.
The profession of social work is based on the values of service, social and economic justice, dignity and
worth of the person, importance of human relationships, and integrity and competence in practice. With
these values of defining principles, the purposes of social work are:
 To enhance human well-being and alleviate poverty, oppression, and other forms of social injustice.
 To enhance the social functioning and interactions of individuals, families, groups, organizations,
and communities by involving them in accomplishing goals, developing resources, and preventing
and alleviating distress.
 To formulate and implement social policies, services, and programs that meet basic human needs
and support the development of human capacities.
 To pursue policies, services, and resources through advocacy and social or political actions that
promote social and economic justice.
 To develop and use research, knowledge, and skills that advance social work practice.
 To develop and apply practice in the context of diverse cultures.
1.1 Purposes of Social Work Education
The purposes of social work education are to prepare competent and effective professionals, to develop
social work knowledge, and to provide leadership in the development of service delivery systems. Social
work education is grounded in the profession’s history, purposes, and philosophy and is based on a body of
knowledge, values, and skills. Social work education enables students to integrate the knowledge, values,
and skills of the social work profession for competent practice.
1.2 Achievement of Purposes
Among its programs, which vary in design, structure, and objectives, social work education achieves these
purposes through such means as:
 Providing curricula and teaching practices at the forefront of the new and changing knowledge base
of social work and related disciplines.
 Providing curricula that build on a liberal arts perspective to promote breadth of knowledge, critical
thinking, and communication skills.
 Developing knowledge.
 Developing and applying instructional and practice-relevant technology.
 Maintaining reciprocal relationships with social work practitioners, group’s organizations, and
communities.
 Promoting continual professional development of students, faculty, and practitioners.
 Promoting inter-professional and interdisciplinary collaboration.
 Preparing social workers to engage in prevention activities that promote well-being.
 Preparing social workers to practice with individuals, families, groups, organizations, and communities.
 Preparing social workers to evaluate the processes and effectiveness of practice.
 Preparing social workers to practice without discrimination, with respect, and with knowledge and
skills related to clients’ age, class, color, culture, disability, ethnicity, orientation.
 Preparing social workers to alleviate poverty, oppression, and other forms of social injustice.
- 43 -
 Preparing social workers to recognize the global context of social work practice.
 Preparing social workers to formulate and influence social policies and social work services in
diverse political contexts.
2. Structure of Social Work Education
2.0 Structure
Baccalaureate and graduate social work education programs operate under the auspices of accredited
colleges and universities. These educational institutions vary by auspices, emphasis, and size. With
diverse strengths, missions, and resources, social work education programs share a common commitment
to educate competent, ethical social workers.
The baccalaureate and master’s level of social work education are anchored in the purposes of the social
work profession and promote the knowledge, values, and skills of the profession. Baccalaureate social
work education programs prepare graduates for generalist professional practice. Master’s social work
education programs prepare graduates for advanced professional practice in an area of concentration. The
baccalaureate and master’s levels of educational preparation are differentiated according to (a)
conceptualization and design, (b) content, (c) program objectives, and (d) depth, breadth, and specificity of
knowledge and skills. Frameworks and perspectives for concentration include fields of practice, problem
areas, intervention methods, and practice contexts and perspectives.
Programs develop their mission and goals within the purposes of the profession, the purposes of social work
education, and their institutional context. Programs also recognize academic content and professional
experiences that students bring to the educational program. A conceptual framework, built upon relevant
theories and knowledge, shapes the breadth and depth of knowledge and practice skills to be acquired.
2.1 Program Renewal
Social work education remains vital, relevant, and progressive by pursuing exchanges with the practice
community and program stakeholders and by developing and assessing new knowledge and technology.
3. Program Objectives
Social work education is grounded in the liberal arts and contains a coherent, integrated professional
foundation in social work. The graduate advanced curriculum is built from the professional foundation.
Graduates of baccalaureate and master’s social work programs demonstrate the capacity to meet the
foundation objectives and objectives unique to the program. Graduates of master’s social work programs
also demonstrate the capacity to meet advanced program objectives.
3.0 Foundation Program Objectives
The professional foundation, which is essential to the practice of any social worker, includes, but is not
limited to, the following program objectives. Graduates demonstrate the ability to:
1. Apply critical thinking skills within the context of professional social work practice.
2. Understand the value base of the profession and its ethical standards and principles, and practice
accordingly.
3. Practice without discrimination and with respect, knowledge, and skills related to clients’ age,
class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin,
race, religion, sex, and sexual orientation.
4. Understand the forms and mechanisms of oppression and discrimination and apply strategies of
advocacy and social change that advance social and economic justice.
5. Understand and interpret the history of the social work profession and its contemporary structures
and issues.
6. Apply the knowledge and skills of generalist social work practice with systems of all sizes.
7. Use theoretical frameworks supported by empirical evidence to understand individual development
and behavior across the life span and the interactions among individuals and between individuals
and families, groups, organizations, and communities.
8. Analyze, formulate, and influence social policies.
- 44 -
9. Evaluate research studies, apply research findings to practice, and evaluate their own practice
interventions.
10. Use communication skills differentially across client populations, colleagues, and communities.
11. Use supervision and consultation appropriate to social work practice.
12. Function within the structure of organizations and service delivery systems and seek necessary
organizational change.
3.1 Concentration Objectives
Graduates of a master’s social work program are advanced practitioners who apply the knowledge and
skills of advanced social work practice in an area of concentration. They analyze, intervene, and evaluate
in ways that are highly differentiated, discriminating, and self-critical. Graduates synthesize and apply a
broad range of knowledge and skills with a high degree of autonomy and proficiency. They refine and
advance the quality of their practice and that of the larger social work profession.
3.2 Additional Program Objectives
A program may develop additional objectives to cover the required content in relation to its particular
mission, goals, and educational level.
4. Foundation Curriculum Content
All social work programs provide foundation content in the areas specified below. Content areas may be
combined and delivered with a variety of instructional technologies. Content is relevant to the mission, goals,
and objectives of the program and to the purposes, values, and ethics of the social work profession.
4.0 Values and Ethics
Social work education programs integrate content about values and principles of ethical decision making as
presented in the National Association of Social Workers Code of Ethics. The educational experience provides
students with the opportunity to be aware of personal values; develop, demonstrate, and promote the values of
the profession; and analyze ethical dilemmas and the ways in which these affect practice services, and clients.
4.1 Diversity
Social work programs integrate content that promotes understanding, affirmation, and respect for people
from diverse backgrounds. The content emphasizes the interlocking and complex nature of culture and
personal identity. It ensures that social services meet the needs of groups served and are culturally
relevant. Programs educate students to recognize diversity within and between groups that may influence
assessment, planning intervention, and research. Students learn how to define, design, and implement
strategies for effective practice with persons from diverse backgrounds.
4.2 Populations-at-Risk and Social and Economic Justice
Social work education programs integrate content on populations-at-risk, examining the factors that
contribute to and constitute being at risk. Programs educate students to identify how group membership
influences access to resources, and present content on the dynamics of such risk factors and responsive and
productive strategies to redress them.
Programs integrate social and economic justice content grounded in an understanding of distributive
justice, human and civil rights, and the global interconnections of oppression. Programs provide content
related to implementing strategies to combat discrimination, oppression, and economic deprivation and to
promote social and economic justice. Programs prepare students to advocate for nondiscriminatory social
and economic systems.
4.3 Human Behavior and the Social Environment
Social work education programs provide content on the reciprocal relationships between human behavior and
social environments. Content includes empirically based theories and knowledge that focus on the interactions
between and among individuals, groups, societies, and economic systems. It includes theories and knowledge
of biological, sociological, cultural, psychological, and spiritual development across the life span; the range of
social systems in which people live (individual, family, group, organizational, and community); and the ways
social systems promote or deter people in maintaining or achieving health and well-being.
- 45 -
4.4 Social Welfare Policy and Services
Programs provide content about the history of social work, the history and current structures of social
welfare services, and the role of policy in service delivery, social work practice, and attainment of
individual and social well-being. Course content provides students with knowledge and skills to
understand major policies that form the foundation of social welfare; analyze organizational, local, state,
national, and international issues in social welfare policy and social service delivery; analyze and apply the
results of policy research relevant to social service delivery; understand and demonstrate policy practice
skills in regard to economic, political, and organizational systems, and use them to influence, formulate,
and advocate for policy consistent with social work values; and identify financial, organizational,
administrative, and planning processes required to deliver social services.
4.5 Social Work Practice
Social work practice content is anchored in the purpose of the social work profession and focuses on
strengths, capacities, and resources of client systems in relation to their broader environments. Students
learn practice content that encompasses knowledge and skills to work with individuals, families, groups,
organizations, and communities. This content includes engaging clients in an appropriate working
relationship, identifying issues, problems, needs, resources, and assets; collecting and assessing
information; and planning for service delivery. It includes using collecting and assessing information; and
planning for service delivery. It includes using communication skills, supervision, and consultation.
Practice content also includes identifying, analyzing, and implementing empirically based interventions
designed to achieve client goals; applying empirical knowledge and technological advances; evaluating
program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership
for policies and services; and promoting social and economic justice.
4.6 Research
Qualitative and quantitative research content provides understanding of a scientific, analytic, and ethical
approach to building knowledge for practice. The content prepares students to develop use, and effectively
communicate empirically based knowledge, including evidence-based interventions. Research knowledge
is used by students to provide high-quality services; to initiate change; to improve practice, policy, and
social service delivery; and to evaluate their own practice.
4.7 Field Education
Field education is an integral component of social work education anchored in the mission, goals, and
educational level of the program. It occurs in settings that reinforce students’ identification with the
purposes, values, and ethics of the profession; fosters the integration of empirical and practice-based
knowledge; and promotes the development of professional competence. Field education is systematically
designed, supervised, coordinated, and evaluated on the basis of criteria by which students demonstrate the
achievement of program objectives.
5. Advanced Curriculum Content
The master’s curriculum prepares graduates for advanced social work practice in an area of concentration.
Using a conceptual framework to identify advanced knowledge and skills, programs build an advanced
curriculum from the foundation content. In the advanced curriculum, the foundation content areas (Section
4, 4.0-4.7) are addressed in greater depth, breadth, and specificity and support the program’s conception of
advanced practice.
Accreditation Standards
1. Program Mission, Goals, and Objectives
1.0 The social work program has a mission appropriate to professional social work education as defined
in Educational Policy, Section 1.1. The program’s mission is appropriate to the level or levels for
which it is preparing students for practice and is consistent with the institution’s mission.
1.1 The program has goals derived from its mission. These goals reflect the purposes of the Educational
Policy, Section 1.1. Program goals are not limited to these purposes.
1.2 The program has objectives that are derived from the program goals. These objectives are consistent
with Educational Policy, Section 3. Program objectives are reflected in program implementation and
continuous assessment (see Accreditation Standard 8).
- 46 -
1.3 The program makes its constituencies aware of its mission, goals, and objectives.
2. Curriculum
2.0 The curriculum is developed and organized as a coherent and integrated whole consistent with
program goals and objectives. Social work education is grounded in the liberal arts and contains a
coherent, integrated professional foundation in social work practice from which an advanced practice
curriculum is built at the graduate level.
2.0.1 The program defines its conception of generalist social work practice, describes its coverage of
the professional foundation curriculum identified in Education Policy, Section 4, and
demonstrates how its conception of generalist practice is implemented in all components of the
professional curriculum.
2.1 The Social work program administers field education (Educational Policy, Section 4.7 and Section 5)
consistent with program goals and objectives that:
2.1.1 Provides for a minimum of 400 hours of field education for baccalaureate programs and 900
hours for master’s programs.
2.1.2 Admits only those students who have met the program’s specified criteria for field education.
2.1.3 Specifies policies, criteria, and procedures for selecting agencies and field instructors; placing
and monitoring students; maintaining field liaison contacts with agencies; and evaluating
student learning and agency effectiveness in providing field instruction.
2.1.4 Specifies that field instructors for baccalaureate students hold a CSWE-accredited baccalaureate
or master’s social work degree. 2 Field instructors for master’s students hold a CSWE-
accredited master’s social work degree. In programs where a field instructor does not hold a
CSWE-accredited baccalaureate or master’s social work degree, the program assumes
responsibility for reinforcing a social work perspective.1
2.1.5 Provides orientation, field instruction training, and continuing dialog with agencies and field
instructors.
2.1.6 Develops policies regarding field placements in an agency in which the student is also
employed. Student assignments and field education supervision differ from those associated
with the student’s employment.
3. Program Governance, Administrative Structure, and Resource
3.0 The social work program has the necessary autonomy and administrative structure to achieve it goals
and objectives.
3.0.1 The social work faculty defines program curriculum consistent with the Educational Policy and
Accreditation Standards and the institution’s policies.
3.0.2 The administration and faculty of the social work program participate in formulating and
implementing policies related to the recruitment, hiring, retention, promotion, and tenure of
program personnel
3.0.3 The chief administrator of the social work program has either a CSWE-accredited master’s social
work degree, with a doctoral degree preferred, or a professional degree in social work from a
CSWE-accredited program and a doctoral degree. The chief administrator also has demonstrated
leadership ability through teaching, scholarship, curriculum development, administrative
experience, and other academic and professional activities in the field of social work.
3.0.4 The chief administrator of the social work program has a full-time appointment to the program
and sufficient assigned time (at least 25% for baccalaureate programs and 50% for master’s
programs) to provide educational and administrative leadership. Combined programs designate
a social work faculty member and assign this person sufficient time to administer the
baccalaureate social work program.
1
This and all future references to “CSWE-accredited baccalaureate or master’s social work degree” include degrees
from CSWE-accredited programs or programs approved by its Foreign Equivalency Determination Service.
- 47 -
3.0.5 The field education director has a master’s degree in social work from a CSWE accredited
program and at least two years post-baccalaureate or post-master’s social work degree practice
experience.
3.0.6 The field education director has a full-time appointment to the program and sufficient assigned
time (at least 25% for baccalaureate programs and 50% for master’s programs) to provide
educational and administrative leadership for field education.
3.1 The social work program has sufficient resources to achieve program goals and objectives.
3.1.1 The program has sufficient support staff, other personnel, and technological resources to
support program functioning.
3.1.2 The program has sufficient and stable financial supports that permit program planning and
achievement of program goals and objectives. These include a budgetary allocation and
procedures for budget development and administration.
3.1.3 The program has comprehensive library holdings and electronic access, as well as other
informational and educational resources necessary for achieving the program’s goals and
objectives.
3.1.4 The program has sufficient office and classroom space, computer mediated access, or both to
achieve the program’s goals and objectives.
3.1.5 The program has access to assistive technology, including materials in alternative formats (such
as Braille, large print, books on tape, assistive learning systems).
4. Faculty
4.0 The program has full-time faculty, which may be augmented by part-time faculty, with the
qualifications, competence, and range of expertise in social work education and practice to achieve its
goals and objectives. The program has a sufficient full-time equivalent faculty-to-student ratio
(usually 1:25 for baccalaureate programs) to carry out ongoing functions of the program.
4.1 The program demonstrates how the use of part-time faculty assists in the achievement of the
program’s goals and objectives.
4.2 Faculty size is commensurate with the number and type of curricular offerings in class and field; class
size; number of students; and the faculty’s teaching, scholarly, and service responsibilities.
4.2.1 The master’s social work program has a minimum of six full-time faculty with master’s social
work degrees from a CSWE-accredited program and whose principal assignment is to the
master’s program. The majority of the full-time master’s social work program faculty have a
master’s degree in social work and a doctoral degree.
4.3 Faculty who teach required practice courses have a master’s social work degree from a CSWE-
accredited program and at least two years post-baccalaureate or post-master’s social work degree
practice experience.
4.4 The program has a faculty workload policy that supports the achievement of institutional priorities
and the program’s goals and objectives.
5. Student Professional Development
5.0 The program has admissions criteria and procedures that reflect the program’s goals and objectives.
5.1 Only candidates who have earned a bachelor’s degree are admitted to the master’s social work
degree program.
5.2 The program has a written policy indicating that it does not grant social work course credit for life
experience or previous work experience.
5.3 In those foundation curriculum areas where students demonstrate required knowledge and skills, the
program describes how it ensures that students do not repeat that content.
5.3.1 The program has written policies and procedures concerning the transfer of credits.
5.3.2 Advanced standing status is only awarded to graduates of baccalaureate social work programs
accredited by CSWE.
- 48 -
5.4 The program has academic and professional advising policies and procedures that are consistent with
the program’s goals and objectives. Professional advising is provided by social work program
faculty, staff, or both.
5.5 The program has policies and procedures specifying students’ rights and responsibilities to participate
in formulating and modifying policies affecting academic and student affairs. It provides
opportunities and encourages students to organize in their interests.
5.6 The program informs students of its criteria for evaluating their academic and professional performance.
5.7 The program has policies and procedures for terminating a student’s enrollment in the social work
program for reasons of academic and professional performance.
6. Nondiscrimination and Human Diversity
6.0 The program makes specific and continuous efforts to provide a learning context in which respect for all
persons and understanding of diversity (including age, class, color, disability, ethnicity, family structure,
gender marital status, national origin, race, religion, sex, and sexual orientation) are practiced. Social
work education builds upon professional purposes and values; therefore the program provides a learning
context that is nondiscriminatory and reflects the profession’s fundamental tenets. The program describes
how its learning context and educational program (including faculty, staff, and student composition;
selection of agencies and their clientele as field education settings; composition of program advisory or
field committees; resource allocation; program leadership; speakers series, seminars, and special programs;
research and other initiatives) and its curriculum model understanding of and respect for diversity.
7. Program Renewal
7.0 The program has ongoing exchanges with external constituencies that may include social work
practitioners, social service recipients, advocacy groups, social service agencies, professional
associations, regulatory agencies, the academic community, and the community at large.
7.1 The program’s faculty engages in the development and dissemination of research, scholarship, or
other creative activities relevant to the profession.
7.2 The program seeks opportunities for innovation and provides leadership within the profession and the
academic community.
8. Program Assessment and Continuous Improvement
8.0 The program has an assessment plan and procedures for evaluating the outcome of each program
objective. The plan specifies the measurement procedures and methods used to evaluate the outcome
of each program objective.
8.1 The program implements its plan to evaluate the outcome of each program objective and shows
evidence that the analysis is used continuously to affirm and improve the educational program.
Program Changes
The EPAS supports change necessary to improve the educational quality of a program in relation to its goals
and objectives. The EPAS recognizes that such change is ongoing. When a program is granted initial
accreditation or its accreditation is reaffirmed, the program is, by that action, accredited only at the level or
levels and for the components that existed and were reviewed at the time of that action. Prior to the next
scheduled accreditation review, changes may take place within the program. Although it is not necessary to
report minor changes, programs notify the Commission on Accreditation (COA) of such changes as new
leadership, governance, structure, off-campus programs, etc. Depending on the nature of the change, the COA
may request additional information. Prior to the implementation of a substantive change the program submits a
proposal and receives approval. Substantive changes are defined as those that require a waiver of one or more
aspects of EPAS.
- 49 -
University Policies
The following University policies apply to all university courses including the Social Work internships. If
you have any questions regarding their application, consult with the FFI, Director of Field Education, or the
Director of the Social Work Program. They may also be found at
www.csuchico.edu/catalog/cat05/8EndMaterials/02UniversityPolicies.html.
California State University, Chico wants you to be aware of the following policies and issues, which
affect you and the quality of life in our community. Please take the time to read and consider carefully
the full implication and intent of these policies. You are expected to abide by them and contribute to
your own well-being and that of this university by careful attention to them.
California State University, Chico has a moral responsibility to maintain an environment that is nurturing,
encourages intellectual growth, and fosters mutual respect among cultures and individuals resident on our
campus.
Information on complaint and/or grievance procedures regarding the nondiscrimination policy and
affirmative action policy or law is available from the Coordinator for Student Judicial Affairs (KNDL 110,
530-898-6897) or the Employee Relations Manager (KNDL 118, 530-898-4666).
Violence and Threats of Violence Prohibited
The university has zero tolerance for and prohibits violence or threats of violence against any member of the
university community. Violent acts or threats of violence by any university employee or student are subject
to disciplinary action up to and including dismissal from employment, expulsion from the university, and
civil or criminal prosecution, as appropriate. Disciplinary action shall be conducted in accordance with
appropriate university policies (see EM 98-09 for detailed information on this policy and the Campus
Violence Prevention Program).
It is the responsibility of every administrator, faculty member, staff member, and student to take any
threatening behavior or violent act seriously and report it directly to the University Police. When confronted
by an imminent or actual incident of violence, or a threat of possible violence, on campus, call 9-9-1-1.
When appropriate, the Chief of Police shall convene the Campus Violence Consultation Team.
California Whistleblower Protection Act
Employees and applicants for employment alleging retaliation for having made a protected disclosure under
the California Whistleblower Protection Act may contact Employee Relations at 530-898-4666 or the Vice
Chancellor of Human Resources at (562) 951-4455.
Access and Academic Rights and Development
California State University, Chico is committed to achieving improved access to the educationally or
economically disadvantaged and to provide academic development opportunities as an integral component of
its mission.
Nondiscrimination Policy Regarding Individuals with Disabilities
California State University, Chico is committed to the full inclusion of individuals with disabilities in all
educational and operational aspects of campus life. In accordance with Sections 503 and 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, CSU, Chico adopts this policy
of nondiscrimination to ensure that any person with a disability will not, on the basis of that disability, be
denied access to or participation in any program, service, or opportunity provided by the campus. [Excerpts
from the policy follow, see EM 99-21 for the full text.]
Employees: Through its administrative representatives, CSU, Chico will recruit, hire, train, advance, and
promote individuals in all job classifications without regard to physical or psychological disability.
- 50 -
Students: As an institution of higher education, the university will provide reasonable accommodations to
students with disabilities in campus-sponsored academic programs, activities, and services unless such
provisions would cause a fundamental alteration of the course, program, activity, or service.
General Public: At university-sponsored events, CSU, Chico will provide reasonable accommodations to
members of the general public with disabilities unless doing so would cause a fundamental alteration of the
program, activity, or service.
It will be a violation of this policy to dismiss, discharge, expel, penalize, discipline, harass, adversely alter
academic grades, or otherwise discriminate against any student, faculty, or staff member because he/she has
opposed any discriminatory practice, filed an internal or external complaint of discrimination, or testified or
assisted in any proceeding in accordance with this policy.
Policy Implementation: The authority and responsibility for assuring compliance with this policy rests with
the university president. General oversight has been delegated to the Director of EEO Compliance and
Disability Programs. Questions or concerns regarding this policy or accommodations for faculty and staff
may be referred to the Director of EEO Compliance and Disability Programs (KNDL 120, 530-898-5436).
Detailed information and assistance regarding accommodations for students may be obtained from the Office
of Disablity Support Services. Information regarding accommodations for public individuals may be
obtained from the Office of Public Events.
Academic Honesty
Faculty expect students to maintain a high standard of academic integrity. If you are unclear about a specific
situation, ask your instructors. They will explain what is and is not acceptable in their classes.
If a student is thought to be cheating and charges are brought, the process can result in severe consequences,
ranging from failure in an individual course to long-term suspension from the university and denial of a
degree.
Academic dishonesty, generally, is taking credit for work which is not your own or attempting to receive
credit or improve a grade through fraudulent or deceptive means. Examples include taking information from
or providing information to another student, plagiarism, or altering a grade or record.
Consult the guide on Ethical Standards and Disciplinary Procedures for complete definitions. Copies of the
Code of Student Rights and Responsibilities and answers to questions about academic honesty may be
obtained in the Office of the Coordinator of Student Judicial Affairs (KNDL 110, 898-6897).
Student Grievance Procedures
Students who believe they are victims of unfair policies or practices at California State University, Chico can
bring their concerns to the coordinator for Student Judicial Affairs (KNDL 110, 898-6897). The office is
available to provide students the opportunity to resolve problems arising from actions taken on behalf of
California State University, Chico in a fair, uniform, and orderly manner. Most student complaints can be
resolved on an informal basis by the Coordinator. Should the situation be unresolvable through informal
means, the student may invoke formal grievance proceedings. Formal Student Grievance Procedures are
provided in EM 94-22. You may get a copy of this memorandum from the Coordinator for Student Judicial
Affairs.
Privacy Rights of Students in Education Records
The federal Family Educational Rights and Privacy Act of 1974 (20 U.S.C. 1232g) and regulations adopted
thereunder (34 C.F.R. 99) set out requirements designed to protect students' privacy in their records
maintained by the campus. The statute and regulations govern access to student records maintained by the
campus and the release of such records. The law provides that the campus must give students access to
records directly related to the student, and must also provide opportunity for a hearing to challenge such if
the student claims they are inaccurate, records on the grounds that they are inaccurate, misleading or
otherwise inappropriate. The right to a hearing under this law does not include any right to challenge the
appropriateness of a grade determined by the instructor. The law generally requires the institution to receive
- 51 -
a student's written consent before releasing personally identifiable data about the student. The institution has
adopted a set of policies and procedures governing implementation of the statute and the regulations. Copies
of these policies and procedures may be obtained by going to the Student Records & Registration Office or
by logging onto http://www.ed.gov/policy. Among the types of information included in the campus statement
of policies and procedures are: (1) the types of student records maintained and the information they contain;
(2) the official responsible for maintaining each type of record; (3) the location of access lists indicating
persons requesting or receiving information from the record; (4) policies for reviewing and expunging
records; (5) student access rights to their records; (6) the procedures for challenging the content of student
records; (7) the cost to be charged for reproducing copies of records; and (8) the right of the student to file a
complaint with the Department of Education. The Department of Education has established an office and
review board to investigate complaints and adjudicate violations. The designated office is: Family Policy
Compliance Office, U.S. Department of Education,
The campus is authorized under the Act to release "directory information" concerning students. "Directory
information" may include the student's name, address, telephone listing, electronic mail address, photograph,
date and place of birth, major field of study, participation in officially recognized activities and sports,
weight and height of members of athletic teams, part-time/full-time status, dates of attendance, degrees and
awards received, and the most recent previous educational agency or institution attended by the student. The
above designated information is subject to release by the campus at any time unless the campus has received
prior written objection from the student specifying information the student requests not be released. Written
objections should be sent to the Office of Student Records and Registration, MLIB 180.
The campus is authorized to provide access to student records to campus officials and employees who have
legitimate educational interests in such access. These persons have responsibilities in the campus's academic,
administrative or service functions and who have reason for using student records associated with their
campus or other related academic responsibilities. Student records may also be disclosed to other persons or
organizations under certain conditions (e.g., as part of the accreditation or program evaluation; in response to
a court order or subpoena; in connection with financial aid; to other
Student Persistence Information
CSU, Chico is among the highest student persistence and graduation rates in the CSU system. Specific
information on persistence and graduation rates is available from the Office of Institutional Research, 530-
898-5623.
Health Insurance for Students
The university recommends that you have adequate health insurance to cover the cost of medical care in
Chico which is beyond the scope of the Student Health Service. If you are not covered under a health
insurance plan which provides coverage in Chico (the nearest Kaiser facility is 100 miles away), we suggest
you go to the Student Health Center and purchase the low-cost accident and health insurance plan, which is
designed specifically for CSU, Chico students.
Immunization Requirement
The California State University requires all new students born after January 1, 1957 to present proof of
measles and rubella immunizations in order to register for classes. You are required to file a Student
Immunization Certification form, which summarizes your immunization record or permits you to request an
exemption on specific grounds. This form is available from Student Records and Registration, MLIB 180,
and, once completed, should be returned there.
Military Selective Service Requirement
The federal Military Selective Service Act (the "Act") requires most males residing in the United States to
present themselves for registration with the Selective Service System within thirty days of their eighteenth
birthday. Most males between the ages of 18 and 25 must be registered. Males born after December 31, 1959
may be required to submit a statement of compliance with the Act and regulations in order to receive any
grant, loan, or work assistance under specified provisions of existing federal law. In California, students
subject to the Act who fail to register are also ineligible to receive any need-based student grants funded by
the state or a public postsecondary institution.
- 52 -
Selective Service registration forms are available at any U.S. Post Office, and many high schools have a staff
member or teacher appointed as a Selective Service Registrar. Applicants for financial aid can also request that
information provided on the Free Application for Federal Student Aid (FAFSA) be used to register them with
the Selective Service. Information on the Selective Service System is available and the registration process
may be initiated online at http://www.sss.gov.
Student Organizations Policy
University recognition is a privilege granted to student organizations by the university. Recognized
organizations are afforded access to campus resources and in turn agree to comply with regulations and
procedures established for the governance of student groups.
Recognition of a student organization creates an official relationship with the university. It in no way implies
that California State University, Chico approves of, supervises, sanctions, or takes responsibility for the
actions and activities of the organization. While the university does not encourage nor condone illegal or
dangerous activities, individuals involving themselves in student organizations do so at their own risk.
No individual student or student organization may engage in or plan any activity that may be defined as
"hazing." The California Education Code defines hazing as "any activity which causes or is likely to cause
bodily danger, physical harm, or personal degradation or disgrace." In addition, no individual nor
organization may, by physical or mental stress or by subtle or covert technique, impair, make captive, or
destroy an individual's freedom of thought or choice.
The policy does not supersede regulations set forth by federal, state, or trustee action, nor impede any
additional restrictions or criteria from being implemented by the university. The university president
maintains the right to withhold recognition and modify the policies governing recognition.
Student organizations benefit from the use of university facilities, equipment, services, and resources and
participation in university activities and programs. Recognized organizations are eligible for funding from
the Activity Fee Fund and the Student Program Committee following established procedures.
Complete copies of policies relating to the recognition of student organizations are available in the Student
Activities Office (SAO), BMU 213, 898-5396 or on the Web at www.cuschico.edu.sac/orginfo.html.
Student Travel Policy
Students engaged in university-sponsored group activities (such as forensics, musical groups, athletics) will
advise their instructors of their anticipated absences associated with the activity as early as possible in the
semester and of any unscheduled absences as soon as those are known. Early in the semester, advisers for
student-related university-sponsored activities must impress upon their students the necessity of advising
faculty about the possibility of anticipated/ unanticipated absences. Faculty, appropriately notified, will clearly
identify for students the consequences of absences in the evaluation process and will provide students with the
opportunity to make up the missed classwork and assignments, when possible.
Faculty and Student Relations
Faculty and students are strongly discouraged from entering into mutually consenting romantic or sexual
relationships while the faculty member is in a position of evaluation or supervision of the student or in the
likelihood that such an academic connection will exist in the foreseeable future. No faculty member, teaching
assistant, research assistant, department chair, dean, or other administrative officer should vote, make
recommendations, or in any other way participate in the decision of any matter which may directly affect the
academic status, evaluation, employment, or promotion of a student with whom he or she has or has had a
sexual or romantic relationship. (Reference: FPPP 2.1.2)
Policy on Sexual Harassment
Sexual harassment is prohibited at California State University, Chico. Violations of this policy by
administrators, faculty, staff, and students will be regarded as unprofessional and uncivil conduct, and
violators may be subject to appropriate disciplinary action ranging from written or oral reprimand to
dismissal or expulsion. Nothing in this policy is meant to preempt or foreclose the pursuit of remedies
available to persons alleging sexual harassment under applicable state and federal statutes and regulations.
- 53 -
The goal of this policy is to create and preserve a learning and working environment conducive to growth in
mind, spirit, and human community. Sexual harassment subverts the mission of the university by interfering
with academic or work performance; by creating an atmosphere of intimidation and hostility; and by
undermining respect for the university, the individuals who constitute its community, and its degrees and
scholarship. [Excerpts from the policy follow, see EM 99-20 for the full text.]
Responsibility and authority for the dissemination and implementation of this policy lies ultimately with the
president of the university with the support of university administrators, faculty, and staff and with assistance
from the Vice Provost for Human Resources. The Vice Provost for Human Resources is responsible for
providing information and for monitoring campus compliance relating to sexual harassment issues. . . .
Questions or concerns regarding sexual harassment issues, complaint procedures, or sexual harassment-
related issues may be directed to the Employee Relations Manager (KNDL 118, 530-898-4666).
Sexual Assault Policy
California State University, Chico endeavors to provide an environment conducive to growth in mind, spirit,
and human community and preclusive to exploitation of students or employees.
Sexual assault is any sexual act in which a person is threatened, coerced, or forced to comply against her/his
will regardless of whether the person knows the assailant(s) casually, intimately, or not at all. Any form of
rape or sexual assault is an act of aggression that may be investigated for possible disciplinary and legal
action regardless of whether the incident occurs on or off campus.
Students wanting more information about the sexual assault policy or wishing to discuss a particular situation
about sexual assault should consult with the Coordinator for Student Judicial Affairs (KNDL 110, 898-6897).
An actual sexual assault should be reported immediately to the University Police Department (YUBA Hall,
898-5372). All conversations are strictly confidential.
Use of Computing and Communications Technology
EM 97-18, Policy on Use of Computing and Communications Technology, sets forth users' rights and
responsibilities and is designed to address related access, use, and privacy issues in a way that meets the
university's legal responsibilities, assures the maintenance of the campus network systems, and treats the
campus community with respect. The policy includes all systems/resources for both local departmental and
central university-wide facilities and applies only to institutional data and/or equipment. This policy assumes
as a condition of use the exercise of common sense, common courtesy, and a respect for the rights and
property of the university and other users. For a complete copy of the policy please refer to
www.csuchico.edu/computing/netpolicy.html
Computer-Related Crimes and Policy
Recent legislation (Section 502 of the Penal Code) provides that students who commit certain computer-
related acts, if done knowingly and without permission, are subject to arrest and university discipline. These
acts include the following:
Accessing or assisting in accessing or causing to be accessed, adding, altering, damaging, deleting,
destroying, or otherwise using any data, computer, computer system, computer network, computer services,
computer software, or computer programs to either a)devise or execute any scheme or artifice to defraud,
deceive, or extort or b) to wrongfully control or obtain money, property, or data. Unlawful acts also include
taking or copying any data or supporting documentation; disrupting or denying computer services to an
authorized user; or introducing any computer contaminant into a computer system or network.
For more information on this issue, consult the Coordinator for Student Judicial Affairs (KNDL 110, 898-
6897).
Policy Regarding Requests for Use of Student ID Photos
Student ID photos are used only for student ID cards unless the student gives permission to release the photo
for a secondary use. When a request for the photo is made by someone other than the student, the student is
contacted. If he or she approves releasing the photo, a digital file of the photo is made available to the
requesting party.
- 54 -
When a student dies, the ID photo is maintained for one month, and then removed from the database. If a
request for a deceased student's photo is made within the one-month period, an attempt to contact the
immediate family of the student will be made. If the family approves the release of the photo, the digital file
of the photo will be released to the requesting party.
Questions about student ID photos should be directed to University Services, phone 898-4021.
Campus Facilities Use
Free Speech Area: The area between Trinity Hall and the Bell Memorial Union is designated as the Free
Speech Area. Reservations and policy for its use are handled by the SAO (BMU 213, 898-5396). Members
of the university community and their guests may use the area for the expression of ideas, opinions, and
viewpoints. Impromptu use is permitted any time during daylight hours, and reservations may be made by
recognized student, faculty, or staff organizations in the SAO. Any use of the area requiring amplification
must be approved in advance.
Table Space: Recognized student organizations may reserve tables in the Bell Memorial Union at the
University Information Center, located at the north entrance of the BMU building (898-6116). Permits for
table space outside the BMU are available in the Student Activities Office (BMU 213, 898-5396).
Commercial activity is not permitted unless a recognized organization is conducting it for the benefit of the
group. Food sales are strictly regulated as to the types of products permitted. Call the SAO for details.
Permits also are available for table and distribution space at fall and spring registration as well. Recognized
organizations may also reserve other campus space on a space available basis, per standard campus
utilization policies and procedures. Call the SAO for complete details.
Animal Welfare Policy
California State University, Chico will comply with all applicable provisions of the Animal Welfare Act and
other federal and state statutes and regulations relating to animals. This policy, which will guide the
university in the care and use of animals, is applicable to all research, research training, teaching,
experimentation, biological testing, and related activities involving live, vertebrate animals conducted at
CSU, Chico or at another institution as a consequence of our subgranting or subcontracting such activity.
The university Animal Care and Use committee acts as the inspection and enforcement arm of the animal
care and use program. Consult the Office of Sponsored Programs (KNDL 111, 898-5700) for further
information.
Alcohol and Drug Education
The Campus Alcohol and Drug Education Center (CADEC) is located in the University Center. Peer
counselors there provide information to students, which enables them to make responsible choices regarding
alcohol and other drugs. More information is available about their programs and information services in a
separate brochure and on the Web at www.csuchico.edu/cadc/main.html.
The Faculty and Staff Assistance Program provides information and referrals to employees with alcohol or
drug problems, in addition to a range of other services.
- 55 -
May 25, 2005
EXECUTIVE
MEMORANDUM
05-10
From: Paul J. Zingg, President
Subject: Executive Memorandum 05-10, Revisions to Student Grievance
Procedures (Supercedes EM 94-22)
On the recommendation of the Academic Senate, and with the concurrence of the Provost, I approve this
Executive Memorandum for immediate implementation.
I. STATEMENT OF PURPOSE
The relationship of the student to California State University, Chico is one governed by statutes, rules, and policies
adopted by the California Legislature, the Trustees, the Chancellor, the campus President, and their duly authorized
designees. This document establishes and describes procedures that are to be used for resolving student complaints
and grievances arising from a student's claim that a member of the faculty, staff, or administration has in some
material way failed to meet their official obligations as agents of the University, thus resulting in an unjust or
adverse impact on the student. Only those claims arising from official actions taken by faculty, staff, or
administrators on behalf of California State University, Chico can be considered legitimate, and the grievability of
such claims is to be determined through the procedures specified in this document.
Procedures for informally resolving complaints or, when necessary, for resolving formal grievances are specified
herein. Students are encouraged to resolve complaints informally and, to this end, the Director of Student Judicial
Affairs or designee is assigned as an impartial representative from the Office of the Vice President for Student
Affairs to provide students with assistance and guidance. Should informal attempts to resolve a complaint fail,
formal grievance procedures may be invoked. In all cases, these procedures are designed to effect reasonable and
orderly resolutions of student complaints and grievances in a fair, consistent, and timely manner.
The procedures specified herein are to be followed when no other specific campus policy or procedure exists that
would more appropriately and effectively bring about a resolution of a student's complaint or grievance. If there is a
specific policy or procedure for appealing decisions made in a department, when appropriate, that appeal process
should be completed prior to filing a grievance through Student Judicial Affairs. Department policies must be pre-
approved by the Office of Student Judicial Affairs.
Departments are encouraged to consult with the Office of Student Judicial Affairs while establishing departmental
policies and/or procedures regarding students.
II. DEFINITIONS
"Attorney" means a person currently admitted to the practice of law before any state or federal court.
"Complainant" means a student who has filed a complaint at the informal level. "Director" means Director of
Student Judicial Affairs (or their designee), the member of the University staff assigned responsibility by the
President for negotiating the informal resolution of disputes.
"Facilitator" means Formal Proceedings Facilitator, the member of the University faculty or staff assigned
responsibility by the President for managing those cases in which informal resolution of differences has not been
achieved and formal proceedings are invoked.
"Grievance" means a complaint that was not satisfactorily resolved at the informal level. The official action taken
on behalf of CSU, Chico must have occurred when the individual was a registered student at the University.
"Grievant" means a student who has filed a complaint that is proceeding to the formal level and a grievance
hearing. The student must be presently enrolled at CSU, Chico or previously enrolled at the time the complaint
occurred.
- 56 -
"Instructional days" means days on which regularly scheduled classes or examinations are held at CSU, Chico.
"Notice of Inquiry" is a form designed by the Director to record information to start the informal resolution
procedures. The "Notice of Inquiry" will contain a description of the complaint and the desired outcome (written by
the affected student).
"President" means the President of CSU, Chico or his or her designee.
"Provost" means the Provost or his or her designee.
The "Request for a Formal Student Grievance Hearing" form is a form designed by the Director to record a
description of the grievance and the desired outcome. The written "Request for a Formal Student Grievance
Hearing" form, including any supporting documentation, signals the start of the formal proceedings and must be
written by the grievant.
"Representative" means an individual who advises or speaks on behalf of the grievant.
"Respondent" means the faculty, staff member, or administrator (as determined by the Director) against whom the
grievance is filed.
"Serious and Compelling Reason" means a verified accident, illness, personal emergency, or significant hardship
that is approved by the Facilitator during the formal process or the Director during the informal process.
"Student" means a person who has paid fees and is registered at California State University, Chico.
III. DECISION AUTHORITY
A. Unless otherwise provided, the Director is responsible for making procedural decisions during informal
resolution.
B. Unless otherwise provided, the facilitator is responsible for making procedural decisions during the formal
proceedings. All parties involved, including the grievant and respondent, should consult directly with the
facilitator.
C. If the grievance involves a staff member or an administrative employee, throughout this document "full-time
tenured faculty" must be substituted with "full-time permanent staff member," and "Department Chair" or
"Dean" must be substituted with "appropriate supervisory personnel," Coordinator, Director, or Administrator
as determined by the Director.
D. If the grievance concerns an area within Business and Finance or Student Affairs, throughout this document
"Provost" must be substituted with the "Vice President for Business and Finance" or the "Vice President for
Student Affairs," respectively.
E. Recommendations resulting from the Grievance Hearing are forwarded to the Provost, who renders a decision
based on those recommendations. This decision may be appealed to the President, whose decision is final.
IV. INFORMAL PROCEEDINGS
Before filing a grievance, a student who has a complaint must follow these steps to attempt to resolve the matter
informally. The student is encouraged to keep in contact with the Director throughout the informal resolution.
. Grievable Action
1. Limits
A "Notice of Inquiry" must be filed with the Director within thirty instructional days after the student has
discovered or reasonably should have discovered the grievable action. A Request for a Formal Grievance
Hearing must be submitted by the end of the semester during which the grievance was initiated. If the
grievance was initiated during the last five weeks of a semester, the time that the student has to request a
Formal Grievance Hearing will be extended through the first five weeks of the following semester. Note:
"semester" in this document refers to the fall or spring semester. Should the need for a Formal Grievance
Hearing arise during the summer or intersession, it will be held during the first five weeks of the following
semester.
- 57 -
2. Additional Time Limits
The Director, under extraordinary circumstances, i.e., a "serious and compelling" reason, may extend the
time limit but for not more than one calendar year from the date of the discovery of the grievable action.
A. Limitations
1. Nothing from these proceedings can be entered into the personnel files of the parties involved. This does
not preclude subsequent personnel action against the non-student parties involved, following appropriate
procedures, on the basis of evidence brought forth during the grievance process.
2. Remedies indicated by these proceedings will be implemented as agreed upon by both parties.
3. These procedures cannot be used for actions for which other remedies are being sought and may not be
used as a method of rebuttal to any student disciplinary action.
4. These procedures cannot be used for actions arising out of previous grievances.
5. These procedures cannot be used in circumstances where the sole allegation is of professional misconduct
that requires formal personnel action as specified in a University employee personnel policy.
B. The student must meet with the Director to file a "Notice of Inquiry" (see IV.A.1).
C. The Director informs the student of the steps in attempting an informal resolution.
D. The Director will determine who the respondent will be and may notify the respondent that a complaint has
been filed against him or her and forward appropriate documents explaining the nature of the complaint. The
respondent may choose to contact the Director for an explanation of rights and proceedings.
E. The student should meet with the respondent to attempt to resolve the matter informally. The Director may be
present during the meeting between the respondent and the student.
F. If the matter remains unresolved, the student must meet with the appropriate department chair and attempt to
resolve the matter informally.
G. If the matter still remains unresolved, the student must meet with the appropriate college dean and attempt to
resolve the matter informally.
H. If the dean is unable to resolve the matter informally, the student may then invoke the formal Grievance
Proceedings. In this case, the grievant and respondent shall each contact the Director for information on the
formal grievance proceedings.
I. The student may meet with the respondent, chair, or dean at any time during the process to resolve the matter
informally but must have met with the chair and dean before requesting a Formal Grievance Hearing.
V. FORMAL PROCEDINGS
Determining Grievability
A. Grievability
1. The grievant must show that he or she has been adversely affected by the action, and
2. The grievant must show that the remedy sought will not effectively result in either (1) special favoritism
for him or her and/or (2) prejudice against others. The fact that no other student has initiated a grievance or
requested a Formal Grievance Hearing regarding the same issue does not preclude the outcome being in
favor of the grievant.
3. The grievant must demonstrate with reasonable certainty that an official action was taken which was either
unreasonable or not specifically authorized; and
- 58 -
4. If the action follows a written policy or syllabus, the grievant must demonstrate that the policy or syllabus
constitutes a material abuse of discretion or was not generally or specifically authorized; or
5. If the action is not related to any written policy, the grievant must demonstrate that the action constituted a
material abuse of discretion or was not generally or specifically authorized; or
6. If the action is not related to any policy but a policy may be implied, the grievant must demonstrate the
implied policy constitutes a material abuse of discretion or is not generally or specifically authorized, and,
further, the lack of such policy does not, standing alone, imply grievability of the action.
7. No one may seek to establish university policy through the grievance process.
B. Filing of Grievance and Rebuttal
1. The Director must provide both grievant and respondent with copies of these procedures and be available
for instruction in or interpretation of these procedures.
2. To initiate a grievance, the affected student must complete the "Request for a Formal Student Grievance
Hearing" form and deliver it to the Director, who will within ten instructional days transmit copies to the
respondent, the facilitator, the department chair, and the dean.
3. At any point in the proceedings, the grievant may withdraw the grievance or accept an informal solution.
4. After receiving the written grievance request, the dean must notify the Director in writing within five
instructional days whether all informal means for resolving the complaint have been exhausted as
described in Article IV.
5. The respondent will provide the grievant with a written answer to the grievance, with a copy sent to the
Director within five instructional days of receipt of the written grievance request. If a written answer from
the respondent is not received within five instructional days, the Director must notify the dean. The
hearing process may continue with no written response from the respondent. If there is a "serious and
compelling" reason, the dean must notify the chair to respond on behalf of the respondent or allow
additional time for a response as appropriate.
6. After receiving notification from the dean that all informal means for resolving the complaint have been
exhausted, and after receiving the written answer, if any, from the respondent to the grievance, the
Director will, within ten instructional days, forward all materials to the facilitator and notify the facilitator
that formal grievance proceedings can begin.
C. Representation
The grievant and the respondent may each name a representative to accompany him or her to the grievance
hearing. The name of the representative must be given to the facilitator no less than two instructional days prior
to the grievance hearing. Attorneys may not appear in the proceedings as representatives. However, if either
the grievant or respondent is an attorney, both parties may be represented by attorneys. A party being
represented by an attorney may seek no reimbursement of attorney's fees. Both parties are responsible for
notifying their representatives of the hearing date and ensuring their presence at the hearing.
D. Naming of Witnesses
1. Grievant and respondent are responsible for obtaining their own witnesses and documentation.
Participation in this process by prospective witnesses is voluntary. Both parties are responsible for
notifying their witnesses of the hearing date and ensuring their presence at the hearing.
2. The names of witnesses, if any, for either party and signed statements of their willingness to testify at the
hearing, along with a brief statement of what their testimony will consist of, must be submitted in writing
to the facilitator at or before the meeting of the selection of the Grievance Hearing Committee. The
facilitator will share the names of the witnesses with the grievant and respondent.
3. The representative for the grievant or respondent may not be a witness.
- 59 -
4. Every effort should be made to ensure the witnesses appear in person. The facilitator may also approve an
electronic appearance. However, if the witness cannot be present, written evidence must be submitted. The
witness submitting written evidence must sign the following statement: "I hereby declare under penalty of
perjury under the laws of the State of California that the foregoing is true and correct and that this
declaration is executed at (location of signing) on (date of signing)." Failure to sign the above statement
will render the written statement inadmissible.
If the witness fails to appear in person, with the exception of a serious and compelling reason, and only
submits written evidence, the Grievance Hearing Committee may, if it so chooses, discount the witness'
written evidence.
5. Witnesses who will be presenting evidence in person to the committee must submit to the facilitator, at
least two instructional days prior to the hearing, any other written evidence they may be submitting. If
evidence is not submitted to the facilitator at least two instructional days prior to the start of the hearing,
then the evidence should not be admitted unless the facilitator rules on the admissibility of the evidence
out of the committee's presence.
6. An exhibit or witness declaration must be labeled and an index of all the evidence being presented must be
prepared by the grievant and the respondent and submitted to the facilitator at least two instructional days
prior to the hearing.
7. Copies of witness reference materials (regulations, statements in catalogs, or student handbooks, etc.)
should be included as exhibits and enough copies (seven) should be made by the grievant or respondent
for the other party and the Grievance Hearing Committee prior to the hearing.
E. Selection of Grievance Hearing Pool
1. The Grievance Hearing Pool will consist of forty-two members: a total of fourteen full-time tenured or
FERP faculty that includes two representatives from each college; fourteen students selected from the
most recent five percent random sample who have completed twenty-four units at CSU, Chico and who
are not on academic or disciplinary probation; and fourteen full-time permanent staff. The Grievance
Hearing Pool shall be selected at the beginning of each academic year, and members shall be notified by
the Director of their responsibilities in the event they are selected to serve on the committee. The Staff
Council will recommend to the Director fourteen staff members.
2. All academic deans, in consultation with their chairs, will select two faculty members from their college
for a total of fourteen faculty members. The Director will select the fourteen student members. The Staff
Council will select the fourteen staff members. The Director may select an additional alternate set(s) of
fourteen students if there is a need for a larger pool of students in order to ensure two students are found
who are willing to serve on the committee. Faculty and staff members will be appointed for the academic
year on a two-year rotating term. Student members will be selected at the beginning of each formal
grievance hearing.
F. Formation of the Grievance Hearing Committee and Eligibility
1. Within fifteen instructional days after receiving the grievance materials from the Director, the facilitator
will hold a meeting to select the panel for the Grievance Hearing Committe. The grievant and respondent
must attend this meeting. If either party fails to attend this meeting, they must provide documentation of a
"serious and compelling reason" to the facilitator.
2. Grievance Hearing Membership. Each Grievance Hearing Committee will consist of four members
selected from the Grievance Hearing Pool consisting of two faculty members and two students. In the
event the grievance is against staff, two staff members will be selected from the Grievance Hearing Pool in
place of the two faculty members.
If the grievance involves grading, the committee will consist of the two students and two faculty members
only. The following persons cannot serve on the Grievance Hearing Committee:
a. friends of either party;
b. persons involved with the grievance;
c. any person who is serving as an advocate for faculty, staff, students, or administration;
- 60 -
d. staff members, administrators, and nonteaching faculty when the grievance involves a grading
dispute.
3. Challenges
Each party to the grievance is permitted to exercise challenges for cause to the proposed committee
membership; the facilitator must grant or deny the challenge.
4. Committee Formation
The first two faculty names or the first two staff names (when appropriate) and the first two student names
to survive challenge and who are available at the time of the hearing form the Grievance Hearing
Committee. The remaining names are alternates. If an original committee member cannot or will not serve,
a replacement is made by taking the first alternate who is available in the respective category to fill the
vacancy. If a committee cannot be formed, the facilitator, the grievant, and the respondent will meet again
to select a new committee.
G. Grievance Hearing Procedures
1. Hearing Date
a. Grievance hearings are held only during the fall and spring semesters. If the grievance was
filed less than five weeks before the first day of finals, the hearing may be held early in the
following semester. Under extraordinary circumstances, at the discretion of the facilitator, an
exception may be allowed if it is requested by the grievant and the respondent, provided that
the committee and witnesses, if any, are available.
b. The facilitator must inform the grievant, respondent, the dean, and the department chair of
the time, date, and location of the hearing as well as information on other matters which
affect the hearing.
c. The committee may be convened by the facilitator prior to the hearing for briefing or other
purposes.
d. The committee will normally convene within fifteen instructional days of its selection.
2. Quorum
Three of the four members of the committee constitute a quorum. When the grievance involves grading,
both faculty members must be present to constitute a forum.
3. Closed Hearing
Attendance in the closed hearing is limited to the grievant, the respondent, and their representatives, if any,
witnesses while giving evidence, the facilitator, the committee, and a person who provides clerical support
for the facilitator. The content of the proceedings and the committee recommendations resulting therefrom
must not be made public by any participant in the hearing. In the event these matters should become
public, however, such public statements as are appropriate may be made by the President. This policy of
confidentiality does not preclude subsequent action following appropriate procedures on the basis of
evidence developed at the hearing.
4. Facilitation
The facilitator must present all written material for the committee to study and provide relevant
information if so requested by the committee. The facilitator chairs the hearing and makes rulings on
procedural matters. In the event of a tie vote, the facilitator will vote to break the tie.
5. Process
a. The facilitator shall be responsible for conducting the hearing in such a manner that the rights of the
grievant and the respondent are observed throughout and that fair play and due process is accorded.
b. The hearing shall not be conducted according to technical legal rules relating to evidence and
witnesses or rigid procedural guidelines. The facilitator shall admit evidence on which reasonable
- 61 -
persons are accustomed to rely in the conduct of serious affairs, but shall exclude evidence that is
irrelevant, inappropriate, or unduly repetitious.
c. Witnesses
a. Each witness must leave the room after giving evidence and must not hold discussions with
other witneses.
b. At the request of the committee, a witness may be recalled only to provide clarification. The
facilitator must make a decision on the importance of the potential testimony against the
inconvenience of recalling excused witnesses.
c. Additional witnesses, beyond those previously named by the grievant and the respondent,
may not be called to present evidence at the hearing unless approved by the facilitator.
d. Each party may question each witness.
e. The facilitator may ask each witness the following question: "Do you promise that the
testimony you are about to give in this matter shall be the truth as known to you?"
d. Committee Deliberation
a. Deliberation occurs among committee members only. However, when the grievance involves
a grade dispute and the committee finds in favor of the student, student members of the
committee may not vote to determine the final grade to be assigned. The facilitator must be
present for consultation and to vote in the event of a tie. A person may also be present to
provide clerical support.
b. Committee members must consider the case based only on evidence admitted.
c. A committee member may seek procedural advice only from the facilitator.
d. The facilitator must not allow unreasonable coercion of any member of the committee by
another member.
e. The Committee will, by secret ballot, determine the grievability of the grievance using the
guidelines established in Section V.B. on grievability. The facilitator is responsible for
ensuring that each member clearly understands the guidelines given in Section V.B. on
grievability. The facilitator records the vote.
f. The facilitator must write a report consisting of the finding of facts and recommendations
made by the Grievance Hearing Committee to the Provost. This report will be signed by all
the committee members. Dissenting committee members may write a minority report. The
report, and the minority report, if any, constitute the committee's recommendation.
g. The recommendations and all materials on file form the report, which is to be submitted to
the Provost within ten instructional days after the committee has determined the outcome of
the grievance.
H. Decision
1. Within ten instructional days from receipt of the committee's report, the Provost (for cases within
Academic Affairs), the Vice President for Student Affairs, or the Vice President for Business and Finance
makes a written decision on the grievance. Written copies of the committee's report and the decision must
be furnished to the grievant and the respondent. The department chair and the dean will receive written
copies of the decision. In the event that a grade change has been recommended, the Provost will then
replace the instructor of record as the initiator of the change of grade form. The grade change procedure
will then continue as noted in Section X of The Grading Policy, EM 92-13.
- 62 -
2. Decisions not implementing the recommendations of the committee must contain reasons for that lack of
implementation.
VI. APPEAL PROCEDURES
A. Either the grievant or the respondent may appeal the decision of the Provost.
B. The party wishing to appeal the decision must deliver a written appeal to the President with copies to the other
party and to the facilitator. This appeal must be delivered within five instructional days from the date of the
decision of the Provost.
C. The appeal must specify the following:
1. That it is an appeal;
2. The name of the appellant;
3. The reasons for the appeal and the facts supporting those reasons.
D. Within five instructional days of receipt of a copy of the appeal, the facilitator must forward all grievance
materials to the President.
E. Within five instructional days of receipt of the appeal, the other party may deliver a written response to the
appeal to the President, with copies to the appellant and to the facilitator, setting forth the reasons why the
appeal should be denied and any facts supporting those reasons.
F. Normally, within ten instructional days of receipt of the appeal, the President renders a decision thereon, which
is final for all purposes.
G. Tapes pertaining to the hearing will be available in the Office of Student Judicial Affairs. Requests for copies
of the tapes must be made three working days in advance. There will be a charge for the tapes. Only the
grievant or respondent may request tapes and the use of the tapes shall be limited to subsequent administrative
and judicial proceedings held in connection with the matter.
VII. OTHER PROVISIONS
A. Ordinarily, the outcome of the formal Grievance Hearing shall not be overturned because of technical
departure from the procedures or because of errors in their application. However, if technical departures or
errors were such that a fair and just determination of the issues was compromised, then the President may
reject the recommendation or call for a new hearing.
B. Deciding the effect, if any, of any failure to strictly adhere to the time deadlines stated in these procedures is
within the discretion of the President with input from the Director, the facilitator, the Vice President for
Student Affairs, the Provost, and the Grievance Committee.
The Notice of Inquiry Form and Request for a Formal Student Grievance Form are available on the Student Judicial
Affairs website at: http://www.csuchico.edu/sjd/SJA_Forms/
- 63 -
The following has been taken from the Social Equity Digest (3rd edition) published by the Office of the Vice Provost for
Human Resources (May 2003). The text is also available on the web at www.csuchico.edu/hr/Documents/VPHR-
SocialEquity.pdf.
POLICY ON NONDISCRIMINATION & AFFIRMATIVE ACTION IN EMPLOYMENT & EDUCATION
California State University, Chico establishes this policy in recognition of its educational mission, its social concerns,
its responsibility for the personal development of individuals, and its concern for the rights of individuals.
CSU, Chico will comply with federal and state regulations relating to affirmative action and nondiscrimination
obligations. The University will provide equal opportunity in education and employment for all qualified persons;
prohibit illegal discrimination based on age, race, religion, color, national origin, gender, sexual orientation, marital or
veteran status, and physical or mental impairment; and promote the full realization of equal education and employment
opportunities through a positive and continuing program of affirmative action for the University as a whole and for each
constituent unit.
This policy governs all university educational and employment practices and procedures including, but not limited to,
recruitment, employment, enrollment, rate of pay or other compensation, advancement, reclassification, promotion,
financial aid, demotion, renewal, non- renewal, termination, dismissal, transfer, layoff, leave, training, employee
benefits, grading, and program access.
It will be a violation of this policy to dismiss, discharge, expel, penalize, discipline, harass, adversely alter academic
grades, or otherwise discriminate against any student, faculty, or staff member because he/ she has opposed any
discriminatory practice, filed an internal or external complaint of discrimination, or testified or assisted in any
proceeding in accordance with this policy.
Responsibility and authority for the dissemination and implementation of this policy lies ultimately with the President
of the University with the support of university administrators, faculty, and staff and with assistance from the Director
of Employment Practices and Affirmative Action. Practically, the responsibility and authority to act affirmatively to
provide equality of opportunity in education and employment lies with all who are in decision-making positions within
the University. Support for the University's affirmative action policy will be considered in the annual evaluation of
administrators and supervisors. The University will commit appropriate resources and create a supportive atmosphere
for the implementation of this policy. (EM 99-24, June 24, 1999)
POLICY ON SEXUAL HARASSMENT
Sexual harassment is prohibited at California State University, Chico. Violations of this policy by administrators,
faculty, staff, and students will be regarded as unprofessional and uncivil conduct, and violators may be subject to
appropriate disciplinary action ranging from written or oral reprimand to dismissal or expulsion. Nothing in this policy
is meant to preempt or foreclose the pursuit of remedies available to persons alleging sexual harassment under
applicable state and federal statutes and regulations.
The goal of the University is to create and preserve learning and working environment conducive to growth in mind,
spirit, and human community. Sexual harassment subverts the mission of the University by interfering with academic or
work performance; by creating an atmosphere of intimidation and hostility; and by undermining respect for the
University, the individuals who constitute its community, and its degrees and scholarship.
For purposes of University policy, sexual harassment is defined as unwelcome sexual conduct: sexual advances,
requests for sexual favors, repeated derogatory sexual remarks and other verbal, visual, or physical actions of a sexual
nature when
1. submission to or toleration of such conduct is an explicit or implicit term or condition of appointment,
employment, admission, enrollment, evaluation, grading, or participation in any university-sanctioned
activity;
2. tolerance of, submission to or rejection of such conduct is used as a basis for a personnel decision or
academic evaluation including benefits, services, honors, grades, program activities, etc.;
3. the conduct has the purpose or effect of unreasonably interfering with an individual's work or academic
performance or of creating an intimidating, hostile, or offensive working or learning environment.
A single incident of sufficient severity may constitute sexual harassment. In determining whether a specific act or
pattern of behavior violates this policy, all of the circumstances surrounding the conduct will be considered.
- 64 -
It will be a violation of policy to dismiss, discharge, expel, penalize, discipline, harass, adversely alter academic grades,
or otherwise discriminate against any student, faculty, or staff member because he/she has opposed any discriminatory
practice, filed an internal or external complaint of discrimination, or testified or assisted in any proceeding in
accordance with this policy.
All current and new students, staff, faculty, and administrators will be informed of and forums will be provided
regarding the University's sexual harassment policies and procedures. Questions or concerns regarding sexual
harassment issues, complaint procedures, or sexual harassment-related issues may be directed to the Director of
Employment Practices and Employee Disability Programs, Kendall Hall, Room 118, 898-5029.
Reference: EM 99-20, June 11, 1999
COMMITMENT TO VIETNAM ERA VETERANS AND VETERANS WITH DISABILITIES
As a recipient of federal funds, CSU, Chico is subject to Section 402 of the Vietnam Era Veterans Readjustment
Assistance Act of 1974. The University is taking affirmative action to employ and advance in employment, qualified
veterans with disabilities and Vietnam Era veterans. CSU, Chico is committed to equality of employment opportunity
for all individuals. The success and growth of CSU, Chico’s employees result from enhancing and utilizing their
abilities to the fullest extent possible. By hiring, promoting, compensating, training, and providing equal treatment for
all individuals on the basis of qualifications and job performance, the effectiveness of CSU, Chico’s operations can be
maintained.
Equal employment opportunities for veterans with disabilities and veterans of the Vietnam Era can be ensured if
administrative representatives responsible for the implementation of this policy take steps to achieve the objectives and
requirements of the Act.
CSU, Chico has developed a program to continue its efforts to employ and offer advancement opportunities to qualified
veterans with disabilities and Vietnam Era veterans. In implementing this program, CSU, Chico will adhere to its policy
of not discriminating against qualified veterans with disabilities and Vietnam Era veterans in all personnel actions
including appointments, upgrading, demotions, transfers, recruitment or recruitment advertising, layoffs, terminations,
rates of pay, or other terms of compensation and selection for training.
A “disabled veteran” has been defined as a person entitled to disability compensation under laws administered by the
Veterans Administration for disability related from 30 percent or more, a person whose discharge or release from active
duty was for a disability incurred or aggravated in the line of duty.
A “veteran of the Vietnam Era” is defined as a person (1) who (a) served on active duty for a period of more than 180
days, any part of which occurred between August 5, 1964 and May 7, 1975, and was discharged or released with other
than a dishonorable discharge, or (b) was discharged or released from active duty for a service-connected disability, if
any part of such active duty was performed between August 5, 1964 and May 7, 1975, and (2) who was so discharged or
released within 48 months preceding the alleged violation of the Act, the affirmative action clause, and/or the
regulations issued pursuant to the Act.
Any veteran with a disability or Vietnam Era veteran who believes that he or she is being discriminated against in any
personnel action because of his or her status should discuss the matter with his or her immediate supervisor, appropriate
administrator, or the Director of Employment Practices and Employee Disability Programs, 898-5029.
Reference: CSU, Chico 2003/2004 Affirmative Action Plan for Vietnam Era Veterans and Veterans
with Disabilities: available for review in the office of Director of Employment Practices and Employee
Disability Programs, Kendall Hall, Room 118 during the hours of 8 am to 5 pm, Monday through Friday.
- 65 -
The following items contain excerpts of policies and guidelines that are included here because they refer to issues
that are often related to illegal discrimination. For more information, individuals should consult specific policies
in their entirety.
The university always must strive to strike that balance between maximum freedom and necessary order that best
promotes its basic purposes. This provides an environment conducive for students to develop their maximum potential
for learning through student programs, research, and teaching. Students, as members of the academic community,
accept both the rights and responsibilities incumbent upon all members of the institution.
CODE OF STUDENT RIGHTS AND RESPONSIBILITIES
This University exists to enable students to live a more perceptive and fulfilling life, to inspire them in creative thinking,
and to encourage them to contribute their ideas for the improvement of society. Freedom of expression and
communication are necessary to these purposes.
Without this freedom, effective sifting and testing of ideas cease, and research, teaching, and learning are stifled.
Knowledge is as broad and diverse as life itself, and the need for freedom is equally broad. The University always must
strive to strike that balance between maximum freedom and necessary order which best promotes its basic purposes.
This provides an environment conducive for students to develop their maximum potential for learning through student
programs, research, and teaching. Students, as members of the academic community, accept both the rights and
responsibilities incumbent upon all members of the institution. Students have not only the right but also the duty to
challenge any attempt to deprive them of their rights, either as citizens or as students.
This Code of Student Rights and Responsibilities has been written to define and explain students' rights, obligations, and
responsibilities while they are members of the CSU, Chico campus. It has been written cooperatively by students,
faculty, and staff in the interest of open information-sharing among all campus members.
This Code of Students Rights and Responsibilities is subject to and limited by federal and state law, including
regulations adopted by the Board of Trustees of The California State University, executive orders issued by the
Chancellor, and campus policy as published by the President of the University.
I. Statement of Student Rights
To protect student rights and to facilitate the definition of student responsibilities at California State University,
Chico, the following statements are set forth:
A. The Right of Access to Higher Education.
The University is open to all persons who are qualified according to its admission standards unless current
resource limitations result in the closure of academic programs in which applicants have expressed an interest.
The University will make every attempt to inform all prospective students of the academic level required for
admission through its University Catalog and other official communications.
B. Rights in the Classroom.
The classroom is the essential part of the University, and the freedom to learn should be promoted and
encouraged by the instructor. Students who have complaints about prejudicial or inconsistent academic
evaluation by an instructor have recourse through the Student Grievance Procedures (Executive Memorandum
94-22). The Student Grievance Procedures may be obtained from the Coordinator for Student Judicial Affairs.
These procedures have been established to address grievances which allege that an official action taken on
behalf of CSU, Chico, which adversely affects a student, was either unreasonable or not generally or
specifically authorized. Resolving such disputes informally is encouraged.
1. Students are free to take reasonable exception to the data, processes, or views offered in courses of
study. At the same time they are responsible for meeting standards of academic performance
established for each course.
2. By the end of the first week of their initial attendance, students have the right to receive a course
syllabus from faculty members containing clearly written objectives which are consistent with the
nature of the course. Students should be informed by the instructor about the level of achievement
which is expected for each letter grade. (Reference: Executive Memorandum 92-13, Grading Policy).
- 66 -
3. Students have the right to know what material will be covered on midterms and finals and to inspect
and discuss their graded examinations and papers with their instructors. These must be graded
promptly enough so as to make them a part of the student's learning experience.
4. Students have the right to have faculty meet their classes at scheduled times. When circumstances
require cancellation of a class, the instructor shall make an effort to notify students.
5. Students have the right to have instructional faculty schedule a reasonable number of office hours for
student conferences, including availability during the week of final examinations. Students should
have the right to expect faculty members' office hours will be posted on their office doors and
recorded in their department offices.
6. Students have the right to a course grade which represents the professor's good-faith judgment of the
student's performance in the course.
7. Students have the right to expect that, in the classroom, faculty will not discriminate on the basis of
personal prejudices.
8. Students have the right as well as the responsibility to participate in procedures for evaluating the
teaching effectiveness of faculty.
C. Right to Freedom from Sexual Harassment.
Students have the right to expect freedom from sexual harassment. (Reference: Chancellor's Executive Order
No. 345 and Executive Memorandum 94-41, Policy on Sexual Harassment). Students wishing more information
regarding these policies or their procedures can contact the Coordinator for Student Judicial Affairs.
D. Right to Freedom from Discrimination.
California State University, Chico is committed to maintaining an environment free from unlawful
discrimination, including discriminatory harassment. To fulfill this commitment, the University will work to
prevent discrimination from occurring and will ensure that federal laws, state laws, campus policies, and
Trustees' policies prohibiting discrimination are fully enforced.
The remainder of Section I.D. is quoted from Executive Memorandum 95-22, Non-discrimination Policy and
Procedures. Modifications to EM 95-22 will automatically be incorporated into this Code. Students wishing
more information regarding this policy or its procedures can contact the Coordinator for Student Judicial
Affairs.
E. Right to Privacy and to Inspect Public Records.
1. According to federal and state law, students have the right to protection against improper disclosure of
personal information.
2. To minimize the risk of improper disclosure, the records of a student's academic, counseling,
disciplinary, financial, and medical contacts with the University are kept separate from one another.
The conditions for access to these records are set forth in a policy statement entitled "The Privacy Act
of l974," which is included in the University Catalog. Transcripts of academic records shall contain
only information related to academic status and performance. Disciplinary status shall be added to
transcripts of academic records only when authorized by the President. Information from disciplinary,
financial, counseling, medical, or academic records shall not be available to any person, on or off
campus, without the express written consent of the student involved except in accordance with law.
No records shall be maintained on students which reflect their political or social views and activities.
Provision shall be made for routine destruction of noncurrent disciplinary records in accordance with
university policy.
F. Right to Freedom of Association, Expression, Advocacy, and Publication.
G. Right to Contribute to University Governance and Curriculum.
H. Right to Accommodation for Individuals with Disabilities.
Our mission is to create and maintain at California State University, Chico an environment where individuals
with disabilities have full and equal access to and enjoyment of all aspects of the campus.
The remainder of Section I.H. is quoted from Executive Memorandum 94-47, Policy and Procedures for
Accommodating Individuals with Disabilities. Modifications to EM 94-47 will automatically be incorporated
- 67 -
into this Code. Students wishing more information regarding this policy or its procedures can contact the
Coordinator for Student Judicial Affairs.
California State University, Chico is committed to the full and total inclusion of all members of the campus
community in all educational and operational aspects of campus life. This document furthers our policy of
inclusion by providing guidance to ensure that any person with a disability will not, on the basis of that
disability, be denied access to or enjoyment of any program, service, or opportunity provided by the campus.
II. Student Responsibilities
Just as students have rights, they also have responsibilities. Student rights in themselves exist primarily to meet
their educational responsibilities.
First among the responsibilities is for students to successfully acquire high-quality experiences in higher
learning. This central commitment to achieve academic standards also specifies additional responsibilities which
include but are not limited to the following: consulting appropriate faculty and staff to help identify courses of
study which meet all requirements and requisites; understanding university policies and procedures involved in
registering for courses or declaring major and minors; and completing all related paperwork to keep accurate
records. Students must achieve high grades and standards and gain proficiency in their chosen areas of study.
They additionally must master the skills required to accomplish these educational goals, which may include
proper work and time management, the development of competency in analytical and critical thinking, and the
mastery of communicative and organizational skills. It is their responsibility to make meaningful connections
between their academic goals and their future vocational objectives. Students are, in the larger social context,
responsible for their own actions both on and off campus, and are therefore expected to show respect for the
rights of others.
Causes of Student Disciplinary Action
No disciplinary action shall be imposed except in accordance with this Code. Students enrolling in California
State University, Chico assume an obligation to conduct themselves in a manner compatible with the
educational mission of the University. Specific violations for which students may be subject to sanctions have
been established by Trustee action. The Title 5, California Code of Regulations section which provides for these
violations follows: 41301. Expulsion, Suspension, and Probation of Students.
Following procedures consonant with due process established for the campus of enrollment, any student of that
campus may be expelled, suspended, placed on probation, or given a lesser sanction for one or more of several
causes which must be campus- related: (See EM 96- 38 for a complete list.)
A. Possession or use of explosives, dangerous chemicals, loaded or unloaded firearms.
B. Student conduct shall not disrupt or interfere with the learning process during classes or in designated
study areas.
C. Sexual Assault: Any form of rape or sexual assault is an act of aggression that may be investigated for possible
disciplinary and legal action regardless of whether the incident occurs on or off campus. (EM 91- 01).
D. Possession and consumption of alcoholic beverages on the CSU, Chico campus is generally prohibited as a
matter of institutional policy. (See EM- 89- 03 Campus Policy on Alcoholic Beverages and EM 90- 38
Emendation to Campus Policy on Alcoholic Beverages.)
E. Students who commit computer- related crimes are subject to arrest and/ or university discipline
(Reference: Education Code Sections 67143 and 76234; Penal code Section 502 (c) (1- 8).
III. Sanctions
Fairness and procedural consistency are necessary in the enforcement of all university rules and regulations.
The formality of the procedure and the sanctions which are applied may vary with the gravity of the offense.
The coordinators of university student discipline as defined by Executive Order 628, Article II, Section 3, are
the Coordinator for Student Judicial Affairs and the Judicial Coordinator for Residential Life.
Faculty, staff, or administrators who have cause to file a complaint against a student should see the Coordinator
for Student Judicial Affairs in Kendall Hall.
(Reference: EM 96- 38, July 8, 1996)
- 68 -
Discrimination against others on the basis of gender, race, color, creed, religion, national origin, age, sexual
orientation, physical or mental disability using computing and communications equipment is illegal and is not
protected by the first amendment to the U. S. Constitution.
ZERO TOLERANCE POLICY ON WORKPLACE VIOLENCE
California State University, Chico is committed to creating and maintaining an environment that is free from violence
for all members of the university community. The University has zero tolerance for and prohibits violent acts or threats
of violence against any member of the university community or property on university premises. The University has
zero tolerance for and prohibits violence or threats of violence occurring off the university premises by an employee or
person acting in the capacity of a representative or agent of the University if such violence or threat of violence affects
the legitimate interests of the University.
It is the responsibility of every administrator, faculty member, staff member, and student to take any threatening
behavior or violent act seriously and report it directly to the University Police or via their supervisor to the University
Police. When confronted by an imminent or actual incident of violence, or a threat of possible violence, on campus, call
9-9-1-1 immediately. When appropriate, the Chief of Police shall convene the Campus Violence Consultation Team.
The Campus Violence Consultation Team is charged with coordinating the university's response to potentially violent
situations on the California State University, Chico campus, which involve students, staff, or faculty members
collectively, individually, or any combination thereof.
The Chief of University Police has authority and overall responsibility for implementing the provisions of the Campus
Violence Prevention Program. All managers and supervisors are responsible for implementing and maintaining this
program in their work areas and for answering employee questions about it.
All faculty, staff, and students are responsible for using safe practice, for following all directives, policies, and
procedures, and for assisting in maintaining a safe and secure campus environment. This includes the reporting of
security risks and cooperating in any investigation that may result.
Managers and supervisors are responsible for ensuring that their employees are properly informed of the University’s
Zero Tolerance Policy on Campus Violence and the Campus Violence Prevention Program.
Further responsibilities of managers and supervisors include
 Evaluating the performance of employees in complying with the University’s workplace security measures;
 Recognizing employees who perform work practices that promote a working and learning environment free
from violence;
 Ensuring training or guidance counseling to employees whose performance is deficient in complying with
work practices designed to promote a work place free from violence;
 Taking corrective measures or taking appropriate action against employees who violate the Zero Tolerance
Policy on Campus Violence.
Individuals with a history of alcoholism and drug addiction may be protected from discrimination by the
Americans with Disabilities Act. Current use of alcohol or illegal drugs is not protected behavior.
CAMPUS POLICY ON ALCOHOLIC BEVERAGE & CONTROLLED SUBSTANCE ABUSE
The University recognizes its responsibility to provide a safe and productive work environment for its employees.
Substance abuse can affect an employee’s productivity, create a hazard to others, and impair the efficacy of the
organization.
Controlled Substances
The unlawful manufacture, distribution, dispensing, possession, or use of a controlled substance is prohibited on the
campus of California State University, Chico and on any work site of employees of the University. Violators of this
prohibition are subject to disciplinary action, including dismissal, demotion, or suspension without pay, under the
provisions of Section 89538 and 89539 of the California State Education Code.
- 69 -
Compliance with this prohibition is also a condition of employment under any federal grant carried out on or
administered by the University. Any employee of the University who is the recipient of or participant in any federal
grant must notify the University of any criminal drug statute conviction for a violation occurring in the workplace no
later than five days after such conviction. The University is required by law to inform the sponsoring federal agency
within ten days of receiving such employee notice.
Alcoholic Beverages
The possession and consumption of alcoholic beverages on the campus is generally prohibited as a matter of
institutional policy. Alcoholic beverages are permitted only at special events and at times and places approved by the
Director of University Housing and Food Services in compliance with prescribed rules. The possession, transportation,
or consumption of alcoholic beverages is prohibited in all campus residence halls. The Alcoholic Beverage Control Act
requires that no alcoholic beverage may be sold without a license. Employee intoxication while on duty is a cause for
suspension without pay, demotion, or dismissal under the California Education Code, Section 89535. Providing or
serving alcoholic beverages to individuals under 21 years of age is a crime.
Assistance Programs
The University’s Faculty and Staff Assistance Program provides confidential assistance at no cost to faculty and staff,
who may seek its services on their own or who may be formally referred by supervisors. The Program offers up to three
sessions of consultation, assessment, and referral to mental health professionals or inpatient or out-patient rehabilitation
facilities. The Program provides information concerning twelve-step programs, including active coordination with such
entities as Alcoholics Anonymous, Narcotics Anonymous, Co- Dependents Anonymous and Al- Anon. The Faculty and
Staff Assistance Program, phone 898-4645.
Campus policies on drug and alcohol abuse can be found in Executive Memoranda 90-38, 89-12, 89-03 and in the
Guidelines for Supervisors Dealing with Faculty or Staff Impaired by Substance Abuse issued September 1989. The full
statement is distributed to all university employees in response to the Drug- Free Workplace Act of 1988 and the Drug-
Free Schools and Communities Act Amendments of 1989. (Source: Office of Human Resources Memo, 9- 28- 95)
- 70 -